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
Gabriel Matney, Julia Porcella, and Shannon Gladieux
This article shares the importance of giving K-12 students opportunities to develop spatial sense. We explain how we designed Quick Blocks as an activity to engage our students in both spatial reasoning and number sense. Several examples of students thinking are shared as well as a classroom dialogue.
Higinio Dominguez and Melissa Adams
Complement teacher noticing with student noticing to enhance the teaching and learning of estimation.
Blake E. Peterson, Douglas L. Corey, Benjamin M. Lewis, and Jared Bukarau
What can American teachers learn about high-quality mathematics instruction from the Japanese teacher education process?
Thomas E. Hodges, Terry D. Rose, and April D. Hicks
A series of diagnostic questions helps this teacher better assess and comprehend the misconceptions of third graders who struggle with multiplication.
Nancy K. Mack
Exploring number systems of other cultures helps students deepen mental computation fluency, knowledge of place value, and equivalent representations for numbers.
Teresa J. Gardner
Classroom activities can be part of an effective teaching strategy to help children whose math performance demonstrates a learning deficit.
anuscripts Integration across content areas is the norm in many elementary school classrooms. Whether because of a personal teaching philosophy or because more and more content must fit into the day, teachers are working to connect student learning across the disciplines.