In this paper we discuss different ways teachers can integrate science and mathematics into their curriculum. In particular, we focus on science and mathematics integration via the disciplinary practices.
Dr. Zandra de Araujo, Ms. Deborah Hanuscin, and Ms. Samuel Otten
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.
Janet Sharp and Rachael M. Welder
Students notoriously struggle with division of fractions in 5 key areas. Hear what those 5 areas are and how recommendations address the limitations.
Casey Hord and Samantha Marita
Support math conversations and teach students to approach various problem-solving tasks by encouraging the use of tables.
Elizabeth T. Walker and Jeffrey S. Molisani
Multiple entry points on the road to assessing students can tell teachers if students can do math and therefore apply math to real-world problems.
Nevin Iliev and Frank D'Angelo
Enable children of all backgrounds to move beyond their current knowledge base and make culturally relevant mathematical connections.
Robert Q. Berry III and Mark W. Ellis
See how one seventh-grade teacher melds NCTM's Process Standards, CCSSM's Standards for Mathematical Practice, and multidimensional teaching to engage students.
Emily G. Kuper and Patrick M. Kimani
Students engage in a fractions task involving 2/3 men and 3/5 women, and teachers analyze their thinking.
Higinio Dominguez and Melissa Adams
Complement teacher noticing with student noticing to enhance the teaching and learning of estimation.
Rachel Lambert and Despina A. Stylianou
One middle school teacher developed classroom routines to make challenging questions accessible to all learners in her class.