Compare how third graders think mathematically when using virtual versus concrete base-ten blocks to learn place-value concepts.
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Virtual Place Value
Justin T. Burris
An Intervention Including an Online Game to Improve Grade 6 Students' Performance in Early Algebra
Angeliki Kolovou, Marja van den Heuvel-Panhuizen, and Olaf Köller
This study investigated whether an intervention including an online game contributed to 236 Grade 6 students' performance in early algebra, that is, solving problems with covarying quantities. An exploratory quasi-experimental study was conducted with a pretest-posttest-control-group design. Students in the experimental group were asked to solve at home a number of problems by playing an online game. Although boys outperformed girls in early algebra performance on the pretest as well as on the posttest, boys and girls profited equally from the intervention. Implications of these results for educational practice are discussed.
Using voice recorders to capture their thinking
Brandt S. Lapko
Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K–grade 6 classrooms. This article describes how students can use available technology to communicate and share their thinking in popular media formats.
A picture is worth 100 math ideas
Jennifer Orr and Jennifer Suh
Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K—grade 6 classrooms. One way to keep young students engaged and interested in practicing counting is to involve them in using cameras. This article explains how first graders capture 100 images, use Windows MovieMaker or PhotoStory to turn the still images into a video, and then narrate a story using precise math vocabulary to explain their mathematical thinking.
Using Technology to Teach Equivalence
Rochelle Goldberg Kaplan and Sandra Alon
Professional development equips practitioners with skills to enhance student learning.
The Power of Problem Choice
Katherine A. G. Phelps
Fourth- and fifth-grade learners can use differentiated number sets within CGI problem structures to add and subtract fractions with unlike denominators.
Virtual manipulatives to assess understanding
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.
Pattern-block frenzy
Katie L. Anderson
Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K–grade 6 classrooms. This article describes a set of lessons where sixth graders use virtual pattern blocks to develop proportional reasoning. Students' work with the virtual manipulatives reveals a variety of creative solutions and promotes active engagement. The author suggests that technology is most effective when coupled with worthwhile mathematical tasks and rich classroom discussions.
Modeling 10-ness using Tech-knowledgy
Jennifer Suh and Padmanabhan Seshaiyer
Foundational in understanding place value and our decimal number system, this concept is explored through a practiced-based activity designed to develop teachers' technology knowledge for teaching mathematics. The activity focuses on number sense using online applets and various related models and representations.
Paint bucket polygons
Michael Todd Edwards and Suzanne R. Harper
Use photo editing software as a teaching tool to bring inaccessible polygon definitions within reach of your students' understanding.
