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Katherine E. Lewis

Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study, the author adopts an alternative approach using a response-to-intervention MLD classification model to identify the resources students draw on rather than the skills they lack. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed.

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Laurie O. Cavey and Margaret T. Kinzel

An instructional sequence used in a course for prospective teachers directly relates to Common Core State Standards for grades 3–6.

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Jane-Jane Lo and Yi-Yin Ko

Develop mathematical knowledge by analyzing common student errors and discussing arithmetic, algebraic, and pictorial reasoning.

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Barbara Zorin, Patricia D. Hunsader, and Denisse R. Thompson

Learn how to modify classroom evaluation items to avoid potential difficulties that limit a teacher's insight into students' mathematical understanding.

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Lindsay M. Umbeck

A renegotiated classroom culture results in students learning to participate in new ways.

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David Rock and Mary K. Porter

A monthly set of problems is aimed at a variety of ability levels.