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Alyson E. Lischka and D. Christopher Stephens

The area model for multiplication can be used as a tool to help learners make connections between mathematical concepts that are included in mathematics curriculum across grade levels. We present ways the area model might be used in teaching about various concepts and explain how those ideas are connected.

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Sarah K. Bleiler-Baxter, D. Christopher Stephens, Wesley A. Baxter and Angela T. Barlow

Using simplification, relationship mapping, and situation analysis as a framework, we offer vignettes of student discussions about the Theme Park task to highlight their key choices as they model with mathematics.

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Sarah K. Bleiler, Wesley A. Baxter, D. Christopher Stephens and Angela T. Barlow

Teachers' insights could inspire further discussion about interpreting the SMPs.

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Alyson E. Lischka, Natasha E. Gerstenschlager, D. Christopher Stephens, Jeremy F. Strayer and Angela T. Barlow

Select errors to discuss in class, and try these three alternative lesson ideas to leverage them and move students toward deeper understanding.

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Angela T. Barlow, Natasha E. Gerstenschlager, Jeremy F. Strayer, Alyson E. Lischka, D. Christopher Stephens, Kristin S. Hartland and J. Christopher Willingham

Examining two lessons using the same problem illuminates a way that scaffolding can support access to productive struggle.