Grade 4 students engage in problem solving through inquiry in an agricultural science context.
How Big Is a Leaf? Mathematical Modeling Through STEM Inquiry
Kym Fry and Lyn D. English
The Life and Times of a Third-Grade Pencil
Students determine the usable lifespan of a pencil in this mathematical modeling activity.
Keeping Your Finger on the Pulse of SEL
José Martínez Hinestroza and Vanessa Abreu
Children analyzed data to read their bodies and manage their emotions. To avoid controlling children’s bodies and emotions, the authors encourage teachers to embrace children’s unanticipated responses.
Using Fermi Questions to Foster Community
Kathryn Lavin Brave and Jillian Miller
Two teachers describe how to use Fermi Questions to illuminate the connections between the Standards for Mathematical Practice and the social and emotional learning competencies.
Introducing Grade 3 Students to Digital Data Exploration
Bar graphs are fundamental to display distributions of categorical variables in primary school. Here is an approach using TinkerPlots™ to create bar graphs on different representation levels in small and large data sets.
Discovering Area Models: The Giant Sicilian Pizza Task
Corinne Thatcher Day
This hands-on task, featuring differentiation and open-ended learning, sets up students to discover area models for themselves. Organized around NCTM’s eight teaching practices from Principles to Actions, this article describes the task’s setup and implementation.
Let's Hit the Target!
Manouchehri Azita, Ozturk Ayse, and Sanjari Azin
In this article we illustrate how one teacher used PhET cannonball simulation as an instructional tool to improve students' algebraic reasoning in a fifth grade classroom. Three instructional phases effective to implementation of simulation included: Free play, Structured inquiry and, Synthesizing ideas.
Supporting Probability Understanding through Area Models
LouAnn H. Lovin
Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.
What's in a Name? Language Use as a Mirror into Your Teaching Practice
Tracy E. Dobie and Miriam Gamoran Sherin
Language is key to how we understand and describe mathematics teaching and learning. Learning new terms can help us reflect on our practice and grow as teachers, yet may require us to be intentional about where and how we look for opportunities to expand our lexicons.
Leveraging Read Alouds for Mathematical Connections
Sandra M. Linder and Amanda Bennett
This article presents examples of how early childhood educators (prek-2nd grade) might use their daily read alouds as a vehicle for increasing mathematical talk and mathematical connections for their students.