Start with a strategic process to gather and interpret evidence of students' mathematical understandings and misconceptions; then aim your teaching to address identified needs.

Contributor Notes

Emily R. Fagan, efagan@edc.org

Cheryl Rose Tobey, ctobey@edc.org

Amy R. Brodesky, abrodesky@edc.org, are colleagues at Education Development Center, an international nonprofit organization based in Waltham, Massachusetts. Fagan is interested in instructional approaches that help all learners take an active role in their math learning. Tobey concentrates on designing diagnostic and formative assessments that uncover students' understanding. Brodesky's work focuses on improving access to mathematics for students who struggle (with or without identified disabilities) and on ways to differentiate professional development for teachers.

(Corresponding author is Fagan efagan@edc.org)(Corresponding author is Tobey ctobey@edc.org)(Corresponding author is Brodesky abrodesky@edc.org)
Teaching Children Mathematics

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