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,, 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,, 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,, 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 author is Brewster author is Dixon
Teaching Children Mathematics


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