Each month, this section of the Problem Solvers department showcases students' in-depth thinking and discusses the classroom results of using problems presented in previous issues of Teaching Children Mathematics. In this month's Problem Solvers Solutions, readers gain a window into students' algebraic reasoning in the early elementary school grades. First graders received a design made of square and triangular tiles as well as the total cost of the tiles needed to make the design. By determining the various cost combinations for the square and triangular tiles, students were able to articulate how a change in the cost of the triangular tile affected the cost of the square tile.

Contributor Notes

Sarah Quebec Fuentes, s.quebec.fuentes@tcu.edu, is an associate professor of mathematics education at Texas Christian University (TCU) in Fort Worth, Texas. She is interested in the teaching and learning of mathematics for understanding. Her research projects focus on classroom discourse, teacher knowledge, mathematics curriculum materials, teacher self-efficacy, collaboration, and developing fraction sense.

Edited by J. Matt Switzer, j.switzer@tcu.edu, an assistant professor of mathematics education at TCU. His research interests include preservice teacher education, early algebra, learning theory, learning trajectories, and identification of and interventions for students struggling in mathematics. Each month, this section of the department showcases classroom results of using problems presented in previous issues of Teaching Children Mathematics. Find detailed submission guidelines for all departments at http://www.nctm.org/WriteForTCM.

(Corresponding author is Fuentes s.quebec.fuentes@tcu.edu)(Corresponding author is Switzer j.switzer@tcu.edu)
Teaching Children Mathematics

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