A cartoon involving presidential birth dates is coupled with a full-page activity sheet.
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Joel Amidon and Matt Roscoe
A monthly set of problems is aimed at a variety of ability levels.
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.
Joel Amidon and Matt Roscoe
A monthly set of problems is aimed at a variety of ability levels.
Carole E. Greenes, Mary C. Cavanagh, Jenny K. Tsankova, and Florence A. Glanfield
Students stroll through distance, rate, and time experiments on the road to strengthening their understanding of proportionality.
Mathematical Explorations: Understanding Geometry and Measurement through Service-Learning
classroom-ready activities
Susan C. Gillmor and Samantha A. Rabinowicz
A service-learning activity that is tied to geometry concludes with a donation to a community food drive.
Terri L. Kurz and Barbara Bartholomew
To support mathematical investigations, use this framework to guide students in constructing art-based and technology-based literature.
Christine C. Benson, Jennifer J. Wall, and Cheryl Malm
Are third graders ready to connect procedures to concepts of area conservation, distribution, and geometric interpretation?
Math for Real:A Bear of a Problem
when will I ever use this?
Edward C. Nolan
Denver's large blue bear, which resides outside the Colorado Convention Center, provides the real-life tie-in to this estimation activity.
Pamela Edwards Johnson, Melissa Campet, Kelsey Gaber, and Emma Zuidema
Three preservice teachers used virtual manipulatives during clinical interviews with students of elementary school age. The technology exposed students' problem-solving strategies and mathematical understanding, promoting just-in-time teaching about the target content. The process of completing and reflecting on the interviews contributed to growth of the preservice teachers' technological pedagogical content knowledge.
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