Using donuts to contextualize and enrich mathematical discourse can sweeten students' understanding of how to interpret the remainder in a division problem.

Contributor Notes

Vanessa M. Battreal, Vanessa_battreal@scps.us, is an instructional coach who is dedicated to working with teachers to strengthen teaching practices in elementary school classrooms. She is a certified coach who obtained a Master's degree from the Lockheed Martin Academy at the University of Central Florida (UCF) in Orlando.

Vanessa M. Brewster, Vanessa_brewster@scps.us, is an instructional interventionist who is passionate about working with teachers and students to deepen mathematical thinking. She obtained her Master's degree from the UCF's Lockheed Martin Academy.

Juli K. Dixon, juli.dixon@ucf.edu, is a professor of mathematics education at UCF. Her professional interests relate to communicating and justifying mathematical ideas as well as developing and deepening prospective and in-service teachers' mathematics content knowledge for teaching.

(Corresponding author is Battreal Vanessa_battreal@scps.us)(Corresponding author is Brewster Vanessa_brewster@scps.us)(Corresponding author is Dixon juli.dixon@ucf.edu)
Teaching Children Mathematics

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