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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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Maryl Gearhart and Geoffrey B. Saxe

Try these methods for integrating diverse learners.

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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?

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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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Drew Polly and Chandra Orrill

To support mathematics educators as they consider implications of the Common Core State Standards for Mathematics (CCSSM) for instruction and assessment, Teaching Children Mathematics is publishing a series of feature articles. In this fourth installment, authors Polly and Orrill suggest implementation strategies for grades 5 and 6. A final, cohesive article will appear in the August 2012 issue. Authored by Susan Jo Russell, the last piece concentrates on the implementation of the eight Standards of Mathematical Practice (SMP) and the constellations of Practices and Standards.

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Luann Voza

Arm your students for victory in the age-old battle to master subtraction with regrouping.

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Patricia A. Sellers

The fourth graders were ready to learn long division; however, their teachers were hesitant to begin the unit—just as they are every year. In a grade-level meeting with the school's math consultant, the teachers voiced their typical concerns. The math consultant was a university mathematics education professor spending a semester of sabbatical working with teachers to find ways to help elementary-aged students get excited about doing math and about learning to make sense of math through problem-solving activities.