We discuss how discourse actions can provide students greater access to high quality mathematics. We define discourse actions as what teachers or students say or do to elicit student contributions about a mathematical idea and generate ongoing discussion around student contributions. We provide rubrics and checklists for readers to use.
Amber G. Candela, Melissa D. Boston, and Juli K. Dixon
Sandra M. Linder and Amanda Bennett
This article presents examples of how early childhood educators (prek-2nd grade) might use their daily read alouds as a vehicle for increasing mathematical talk and mathematical connections for their students.
Julie M. Amador, David Glassmeyer, and Aaron Brakoniecki
This article provides a framework for integrating professional noticing into teachers' practice as a means to support instructional decisions. An illustrative example is included based on actual use with secondary students.
Erell Germia and Nicole Panorkou
We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.
Angela T. Barlow, Natasha E. Gerstenschlager, and Shannon E. Harmon
Three instructional situations demonstrate the value of using an “unknown” student's work to allow the advancement of students' mathematical thinking as well as their engagement in the mathematical practice of critiquing the reasoning of others.
Lynn M. McGarvey, Gladys Y. Sterenberg, and Julie S. Long
As a means of identifying potential new elementary school trailblazers, examine the significant points along the professional journeys of two teachers.
Jane-Jane Lo and Yi-Yin Ko
Develop mathematical knowledge by analyzing common student errors and discussing arithmetic, algebraic, and pictorial reasoning.
Sherri Farmer and Signe E. Kastberg
Each month, elementary teachers are given problem along with suggested instructional notes. Teachers are asked to use the problem in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.
Barbara Zorin, Patricia D. Hunsader, and Denisse R. Thompson
Learn how to modify classroom evaluation items to avoid potential difficulties that limit a teacher's insight into students' mathematical understanding.
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.