Students explore number patterns using visual patterns of numbers and color. Each month, elementary school teachers are presented with a problem along with suggested instructional notes; asked to use the problem in their own classrooms; and encouraged to report solutions, strategies, reflections, and misconceptions to the journal audience.

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Contributor Notes

Ian D. Fryer, ian.fryer@mail.utoronto.ca, is a graduate of the Ontario Institute for Studies in Education (OISE) in Toronto, Canada, and is a proponent of Philosophy for Children. He is interested in increasing student engagement, collaboration, and critical thinking in elementary mathematics classrooms through the use of puzzles and games.

Aakriti Kapoor, aakriti.kapoor@mail.utoronto.ca, is also a graduate of OISE and is an education technology researcher. She is interested in twenty-first–century pedagogy that enables students to exercise their critical-thinking, collaboration, and metacognitive competencies while becoming agents of their own learning.

Edited by Cathy Marks Krpan, cathy.marks.krpan@utoronto.ca, a professor at the Ontario Institute for Studies in Education at the University of Toronto, Canada. She teaches math education courses in the Department of Curriculum and Teaching graduate program.

(Corresponding author is Fryer ian.fryer@mail.utoronto.ca)(Corresponding author is Kapoor aakriti.kapoor@mail.utoronto.ca)(Corresponding author is Krpan cathy.marks.krpan@utoronto.ca)
Teaching Children Mathematics

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