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.
Browse
Page:12
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.
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.
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.
Higinio Dominguez and Melissa Adams
Complement teacher noticing with student noticing to enhance the teaching and learning of estimation.
Christa Jackson, Cynthia Taylor, and Kelley Buchheister
Incorporating math games into the classroom will help your students become motivated problem solvers.
Tamsin Meaney, Tony Trinick, and Uenuku Fairhall
In this article, we explore how a school in Aotearoa [New Zealand] infuses the identity of Indigenous students into the school-based curriculum through the promotion of their language and culture in mathematics lessons. Bernstein's pedagogic device illustrates how teachers' practices were influenced by being able to think the “unthinkable.” This came from the contestation that arose when competing bodies of knowledge had to be integrated both at the school level and at the classroom level. For equity to be achieved regarding students' mathematics learning, parents' and the community's aspirations for students' education need to be infused into debates about the knowledge that teachers are expected to include in their teaching. This enables the local context to make a positive contribution to students' learning. It also implies that programs for improvement should not be imposed on schools unless there are opportunities for them to be adapted to the needs of individual schools.
Sarah J. Selmer and Kimberly Floyd
A proactive preschool teacher differentiates instruction by using the Universal Design for Learning framework to decrease barriers that limit students' access to classroom learning.
Page:12
