A well-crafted opening problem can provide preassessment of students' fraction knowledge and assist teachers in determining next steps for instruction.

Contributor Notes

Angela T. Barlow, angela.barlow@mtsu.edu, is the director of the Mathematics and Science Education PhD program at Middle Tennessee State University. Her research interests focus on supporting the instructional change process in elementary mathematics classrooms.

Alyson E. Lischka, alyson.lischka@mtsu.edu, is an assistant professor of mathematics education at Middle Tennessee State University in Murfreesboro. Her research interests focus on the development of ambitious practices in prospective and practicing teachers.

James C. Willingham, jw5x@mtmail.mtsu.edu, is an assistant professor at James Madison University in Harrisonburg, Virginia. He is most interested in supporting the development of effective teaching practices in K–grade12 classrooms.

Kristin S. Hartland, kristin.hartland@mtsu.edu, is a graduate student at Middle Tennessee State University pursuing her PhD in mathematics education. She taught high school mathematics for eleven years and is interested in the influence of teachers' mindsets on their classroom practices.

(Corresponding author is Barlow angela.barlow@mtsu.edu)(Corresponding author is Lischka alyson.lischka@mtsu.edu)(Corresponding author is Willingham jw5x@mtmail.mtsu.edu)(Corresponding author is Hartland kristin.hartland@mtsu.edu)
Teaching Children Mathematics

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