Students think and act like mathematicians while using balance scales and bar diagrams and, most important, mathematical reasoning.
M. Katherine Gavin and Linda Jensen Sheffield
M. Katherine Gavin and Karen G. Moylan
Research-based actions and practical ideas for implementation can help shape your differentiated instruction.
M. Katherine Gavin, Tutita M. Casa, Jill L. Adelson and Janine M. Firmender
The primary goal of Project M2 was to develop and field–test challenging geometry and measurement units for all K—2 students. This article reports on the achievement results for students in Grade 2 at 12 urban and suburban sites in 4 states using the Iowa Tests of Basic Skills (ITBS) mathematics concepts subtest and an open–response assessment. Hierarchical linear modeling indicated no significant differences between the experimental (n = 193) and comparison group (n = 192) on the ITBS (84% of items focused on number); thus, mathematics concepts were not negatively impacted by this 12–week study of geometry and measurement. Statistically significant differences (p < .001) with a large effect size (d = 0.89) favored the experimental group on the open–response assessment. Thus, the experimental group exhibited a deeper understanding of geometry and measurement concepts as measured by the open–response assessment while still performing as well on a traditional measure covering all mathematics content.
Tutita M. Casa, Ann Marie Spinelli and M. Katherine Gavin
How teachers guided their students in their conceptual understanding of area as a measure of covering. Classroom teachers will learn how students derived various strategies to estimate the area of irregular shapes, they wrote about these strategies, and the teachers utilized their writing and gave feedback to help guide instruction.