When implementing STEM activities, such as model rockets blasting off or paper airplanes flying across the room, the mathematical or scientific content can get lost as we focus on the “wow factor.” However, meaningful learning experiences can be implemented anytime by employing the components of the 4E×2 instructional model. In essence, the model promotes students exploring their ideas before constructing an explanation for their concept, allowing the development of deeper understanding and connections with multiple conceptions.

Contributor Notes

Robbie L. Higdon, higdonrl@jmu.edu, teaches general instructional methods and coordinates field experiences for grades 6–12 at James Madison University in Harrisonburg, Virginia. She also mentors preservice teachers in the development and implementation of STEM outreach activities within local schools and community agencies.

Amanda G. Sawyer, sawyerag@jmu.edu, teaches elementary mathematics methods at James Madison University in Harrisonburg, Virginia. She is interested in teaching preservice and in-service elementary school teachers how to elicit students' mathematical thinking using internet resources.

Edited by Melissa M. Soto, melissa.soto@mail.sdsu.edu, an assistant professor of mathematics education in the School of Teacher Education at San Diego State University in California

Mollie H. Appelgate, mollie@iastate.edu, a mathematics teacher educator at Iowa State University in Ames. Contributors to the iSTEM department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 5 classrooms.

(Corresponding author is Higdon higdonrl@jmu.edu)(Corresponding author is Sawyer sawyerag@jmu.edu)(Corresponding author is Soto melissa.soto@mail.sdsu.edu)(Corresponding author is Appelgate mollie@iastate.edu)
Teaching Children Mathematics


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