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Claudia R. Burgess

This geometry lesson uses the work of abstract artist Wassily Kandinsky as a springboard and is intended to promote the conceptual understanding of mathematics through problem solving, group cooperation, mathematical negotiations, and dialogue.

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Shiv Karunakaran, Ben Freeburn, Nursen Konuk and Fran Arbaugh

Preservice mathematics teachers are entrusted with developing their future students' interest in and ability to do mathematics effectively. Various policy documents place an importance on being able to reason about and prove mathematical claims. However, it is not enough for these preservice teachers, and their future students, to have a narrow focus on only one type of proof (demonstration proof), as opposed to other forms of proof, such as generic example proofs or pictorial proofs. This article examines the effectiveness of a course on reasoning and proving on preservice teachers' awareness of and abilities to recognize and construct generic example proofs. The findings support assertions that such a course can and does change preservice teachers' capability with generic example proofs.

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Amy Noelle Parks and Diana Chang Blom

Capitalize on opportunities for mathematical concepts to emerge in common preschool contexts, such as doll corners and block centers.

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Aisling Leavy, Mairéad Hourigan and Áine McMahon

One of the first math symbols introduced=the equals sign=underpins much of the algebraic reasoning a child will use in later years.

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Elaine Cerrato Fisher, George Roy and Charles (Andy) Reeves

Be inspired by a formerly timid third grader who now confidently conveys a new understanding of numbers, patterns, and their relationships as functions.

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Andrew Tyminski, Corey Drake and Tonia Land

Despite the prevalence of mathematics curriculum materials in elementary classrooms, most current mathematics methods texts provide little or no support for preservice teachers (PSTs) learning to use curriculum materials. To meet this need, we have designed and studied several modules intended to provide PSTs with opportunities to learn about and from the use of curriculum materials. This article describes our research related to 1 of these modules–Addition Starter Sentences. Our results examine the nature of PSTs' developing content knowledge and pedagogical content knowledge, evidenced through their interactions with and reflections on Standards-based curriculum materials. We conclude with implications for mathematics teacher education research and practice.

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Martha E. Hildebrandt, Barbara Biglan and Lisa Budd

Use license plates and local scenes to take your students on an adventure to sharpen their math skills and explore fun ways to apply them.

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Jennifer L. Marston, Tracey Muir and Sharyn Livy

Use this new framework to select and analyze picture books for their mathematical content, such as the accuracy of the number of cans that stack in a shopping cart.

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Susan Jo Russell

To support mathematics educators as they consider implications of the Common Core State Standards for Mathematics (CCSSM) for instruction and assessment, Teaching Children Mathematics launched a series of articles beginning in the February 2012 issue. In this concluding installment, we concentrate on the implementation of the eight Standards of Mathematical Practice and the constellations of Practices and Standards. In the September issue, Matthew Larson follows up the series with a feature article that looks at CCSSM through the lens of mathematics education reform history and asks the provocative question, Will CCSSM Matter in Ten Years?

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Dionne I. Cross, Olufunke Adefope, Mi Yeon Lee and Arnulfo Pérez

Kindergartners and first-grade students listen excitedly to a modified storybook to guide their geometry activities.