Tasks that have been developed to build a foundation for ratio meanings and language not only provide valuable information about student thinking but also support proportional reasoning.
Margaret Rathouz, Nesrin Cengiz, Angela Krebs, and Rheta N. Rubenstein
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.
Steve Leinwand, DeAnn Huinker, and Daniel Brahier
This article provides an introduction to the six guiding principles for school mathematics and eight core mathematics teaching practices that appear in the new NCTM document, Principles to Actions: Ensuring Mathematical Success for All.
Juli K. Dixon and Jennifer M. Tobias
Anticipate and address errors that arise when fractions are placed in context and illustrated with models.
Esther M. H. Billings, David C. Coffey, John Golden, and Pamela J. Wells
A professional development workshop supports teachers' understanding of the Standards for Mathematical Practice and helps them transfer this knowledge to the middle school classroom.
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.
Lisa A. Dieker, Michelle Stephan, and Jennifer Smith
A conceptual framework can show a general education and a special education teacher how to team teach so that a range of students can learn together in today's classroom.
Lindsay M. Umbeck
A renegotiated classroom culture results in students learning to participate in new ways.
David Rock and Mary K. Porter
A monthly set of problems is aimed at a variety of ability levels.