Browse

You are looking at 1 - 10 of 26 items for :

  • Teaching and Learning Instruction x
  • Expression/Equation x
Clear All
Restricted access

Amber G. Candela, Melissa D. Boston and Juli K. Dixon

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.

Restricted access

A cartoon exploring a problem about order of operations is coupled with a full-page activity sheet.

Restricted access

Kami M. Dupree

Abandon mnemonics and make stronger connections between the operations and properties of arithmetic.

Restricted access

Joel Amidon and Matt Roscoe

A monthly set of problems is aimed at a variety of ability levels.

Restricted access

Margaret Rathouz, Nesrin Cengiz, Angela Krebs and Rheta N. Rubenstein

Tasks that have been developed to build a foundation for ratio meanings and language not only provide valuable information about student thinking but also support proportional reasoning.

Restricted access

Eric Weber

Formal notions of function, which appear in middle school, are discussed in light of how teachers might complement the input-output notion with a covariation perspective.

Restricted access

Steve Leinwand, DeAnn Huinker and Daniel Brahier

This article provides an introduction to the six guiding principles for school mathematics and eight core mathematics teaching practices that appear in the new NCTM document, Principles to Actions: Ensuring Mathematical Success for All.

Restricted access

Joel Amidon and Matt Roscoe

A monthly set of problems is aimed at a variety of ability levels.

Restricted access

Sherri L. Martinie

Teachers who are skilled at recognizing students' misconceptions about decimals are better equipped to make instructional decisions that build on these ideas.

Restricted access

Anna F. DeJarnette, Jennifer N. Dao and Gloriana González

Elicit productive discourse from students as they work through a bicycle rate problem.