This article examines the mathematical activity of five-year-old Liam to explore the difference between the mathematics games designed for children and the children's games that emerge through playful activity. We propose that this distinction is a salient one for teachers observing mathematical play for evidence of mathematical sense making.
Children’s Games and Games for Children
Nat Banting and Chad Williams
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.
A Super Way to Soak in Linear Measurement
Terri L. Kurz
After analyzing advertising claims regarding water shooters, students present their findings.
A smorgasbord of assessment options
Kathy A. Bacon
Presented with a variety of palatable, inquiry-based, creative learning choices in geometry, this teacher and her fifth graders found tremendous satisfaction in meeting target goals for reasoning skills and taking important “next steps” in learning.