Productive struggle is an essential part of mathematics instruction that promotes learning with deep understanding. A video scenario is used to provide a glimpse of productive struggle in action and to showcase its characteristics for both students and teachers. Suggestions for supporting productive struggle are provided.
Katherine Baker, Naomi A. Jessup, Victoria R. Jacobs, Susan B. Empson, and Joan Case
LouAnn H. Lovin
Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.
Zachary A. Stepp
“It's a YouTube World” (Schaffhauser, 2017), and educators are using digital tools to enhance student learning now more than ever before. The research question scholars need to explore is “what makes an effective instructional video?”.
Dr. Zandra de Araujo, Ms. Deborah Hanuscin, and Ms. Samuel Otten
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.
NCTM has provided rich resources through the publication of practitioner journals for decades and is now leading the way once again with a digital first dynamic publication focused on the learning and teaching of mathematics. This is a rich opportunity for teachers to engage, to learn and to go.
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.
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.