This article introduces a task designed around SMP 2: Reason abstractly and quantitatively and encourages students to move between decontextualizing and contextualizing as they work toward solutions. Each month, elementary school teachers are presented with a problem along with suggested instructional notes and asked to use the problem in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.

Contributor Notes

Michael Flynn,, is the Director of Mathematics Leadership Programs at Mount Holyoke College, in South Hadley, Massachusetts. His recent research and writing focuses on how the Standards for Mathematical Practice unfold in the primary and elementary grades.

Edited by Claire Riddell,, an assistant in research at the Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR–STEM) at Florida State University in Tallahassee. She is interested in young children's counting experiences and in investigating instructional frameworks for mathematics.

(Corresponding author is Flynn author is Riddell
Teaching Children Mathematics


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