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.
Zandra de Araujo, Deborah Hanuscin and Samuel Otten
Susan Baker Empson, Victoria R. Jacobs, Naomi A. Jessup, Amy Hewitt, D'Anna Pynes and Gladys Krause
The complexity of understanding unit fractions is often underappreciated in instruction. We introduce a continuum of children's understanding of unit fractions to explore this complexity and to help teachers make sense of children's strategies and recognize milestones in the development of unit-fraction understanding. Suggestions for developing this understanding are provided.