Research on students' learning has made it clear that learning happens through an interaction with others and through communication. In the classroom, the more students talk and discuss their ideas, the more they learn. However, within a one-hour period, it is hard to give everyone an equal opportunity to talk and share their ideas. Organizing students in groups distributes classroom talk more widely and equitably (Cohen and Lotan 1997).
Stephanie M. Butman
Allison B. Hintz
Teachers can foster strategy sharing by attending to the cognitive demands that students experience while talking, listening, and making mistakes.
This department publishes brief news articles, announcements and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education. This month in the Coaches' Corner, take a closer look at CCSS Standard 3 for Mathematical Practice, Explain and Justify. Coaches may want to demonstrate the integration of math and writing with Speak, Write, Reflect, Revise, a five-step approach for integrating problem solving and the writing process.
Patricia E. Swanson
Strategies that foster self-awareness, help regulate emotions, and encourage problem-solving perseverance can turn mathematical fight or flight into re-engagement.
Nicole R. Rigelman
Take a page from the humanities and have your students investigate mathematics in writing.
Capitalize on student thinking to create opportunities to further their mathematical reasoning.
when will I ever use this
Calculating tolls based on miles traveled provides the real-life tie-in to this activity involving rates.
a good idea in a small package
Greisy Winicki-Landman and Christine Latulippe
Posters, commonly employed for decoration, can be used to introduce and practice new concepts and help assess student learning.
Stacy L. Reeder and George E. Abshire
Meaningful discourse occurs when tasks are chosen carefully and when the teacher steps back and allows students to move to the forefront of their own learning.