Search Results

You are looking at 1 - 5 of 5 items for

  • Author or Editor: Molly H. Fisher x
Clear All Modify Search
Restricted access

Jamie-Marie L. Wilder and Molly H. Fisher

Our favorite lesson is a hands-on activity that helps students visually “tie” (pun intended) the concepts of rate of change and y-intercept together in a meaningful context using strings and ropes. Students tie knots in ropes of various thicknesses and then measure the length of the rope as the number of knots increases. We provide clothesline, twine, bungee cord, and other ropes found at local crafts, sporting goods, and home stores. We avoid very thin string, such as thread or knitting yarn, because the knots are small and the string length does not change enough to explore a rate of change. A variety of thicknesses is important because this allows for variability in the rates of change.

Restricted access

Jonathan Thomas, Molly H. Fisher, Cindy Jong, Edna O. Schack, Lisa R. Krause and Sarah Kasten

What it means to be a good problem solver, what a good problem-solving activity looks like, and what teachers should keep in mind as they bring problem-solving activities to the classroom are explored in this month's practical research department.

Restricted access

Jonathan N. Thomas, Sara Eisenhardt, Molly H. Fisher, Edna O. Schack, Janet Tassell and Margaret Yoder

Learn how to coordinate the use of CCSSM with this emerging framework to attend to children's actions, make interpretations, and respond with robust instruction.

Restricted access

Edna O. Schack, Molly H. Fisher and Jonathan N. Thomas

“Noticing matters” (p. 223). Through these words in the concluding chapter, Alan Schoenfeld succinctly captures the theme of this seminal book, Mathematics Teacher Noticing: Seeing Through Teachers' Eyes. The book received the American Education Research Association 2013 Exemplary Research in Teaching and Teacher Education Award. It addresses a variety of meanings and interpretations of teacher noticing from Dewey's earlier work of inner and outer attention to more specific variations such as that of professional noticing, as defined by Jacobs, Lamb, and Philipp. Chapter contributors have provided the foundation and framing of teacher noticing as a construct for studying and improving teaching.

Restricted access

Sara Eisenhardt, Molly H. Fisher, Jonathan Thomas, Edna O. Schack, Janet Tassell and Margaret Yoder

Appreciate the complexity of counting and adding skills by viewing them through the lens of an early numeracy progression.