A monolingual English-speaking teacher reflects on her experiences practicing a translanguaging stance in first grade with two multilingual learners and provides a set of guiding principles.
Browse
Page:12
Translanguaging Pedagogy in Elementary Mathematics
Tara M. Willging and Luciana C. de Oliveira
Subtraction, Decomposition, and Argumentation
Chepina Rumsey, Jody Guarino, and Michelle Sperling
We describe how mathematical argumentation supports curiosity and exploration by sharing a first-grade lesson in which students explored decomposition with subtraction. We also reflect on the conditions that supported the inclusion of mathematical argumentation.
Promoting Equitable Problem Solving with Numberless Math Stories
Carrie Plank and Sarah Roller Dyess
Use these three strategies to support student perseverance and discourse about context.
Puddle Play!
Deanna Pecaski McLennan
Supporting Mathematics Talk in Kindergarten
Hala Ghousseini, Sarah Lord, and Aimee Cardon
Kindergartners are capable of engaging in reasoning about mathematics and justifying their thinking using several resources.
Asked & Answered
Each month Asked & Answered highlights selected threads from the MyNCTM community. MyNCTM is an online community where NCTM members can ask questions, start and join discussions, and interact with education experts. We encourage you to join the conversation at https://my.nctm.org.
Productive Struggle in Action
Katherine Baker, Naomi A. Jessup, Victoria R. Jacobs, Susan B. Empson, and Joan Case
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.
Supporting Probability Understanding through Area Models
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.
What's in a Name? Language Use as a Mirror into Your Teaching Practice
Tracy E. Dobie and Miriam Gamoran Sherin
Language is key to how we understand and describe mathematics teaching and learning. Learning new terms can help us reflect on our practice and grow as teachers, yet may require us to be intentional about where and how we look for opportunities to expand our lexicons.
Asked & Answered
The Asked & Answered department shares excerpts from discussion threads on the online MyNCTM community. In this issue, featured threads highlight responses to members' questions related to mathematical depth in preschool, spiral review in the upper elementary grades, ideas for differentiation in middle school, and projects for high school algebra.
Page:12
