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Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

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A cartoon exploring a problem about order of operations is coupled with a full-page activity sheet.

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Kami M. Dupree

Abandon mnemonics and make stronger connections between the operations and properties of arithmetic.

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Sonalee Bhattacharyya, Nama Namakshi, Christina Zunker, Hiroko K. Warshauer, and Max Warshauer

This activity engages students in problem solving while exploring key concepts of number theory, such as divisibility and divisibility tests, place value, fractions, and scale factors.

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Lincoln Peirce

A cartoon involving presidential birth dates is coupled with a full-page activity sheet.

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Gabriel T. Matney

To develop second-grade students' confidence and ease, use these three specific types of tasks that align with Common Core State Standards for Mathematics expectations.

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Jennifer R. Brown

Set sail to explore powerful ways to use anchor charts in mathematics teaching and learning.

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Joel Amidon and Matt Roscoe

A monthly set of problems is aimed at a variety of ability levels.

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Margaret Rathouz, Nesrin Cengiz, Angela Krebs, and Rheta N. Rubenstein

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.

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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.