When solving temperature problems with negative integers, number sentences may be mathematically equivalent but not contextually equivalent.
Nicole M. Wessman-Enzinger
Nicole M. Wessman-Enzinger and Kristina M. Hofer
This article highlights the importance of re-defining units unconventionally with fractions. We provide three examples of tasks Grade 5 students engaged in; we highlight the creative ways that they flexibly re-defined units and engaged deeply with fractions. We offer suggestions for supporting unconventional units for promoting conceptual understanding of fractions.
research matters for teachers
Nicole M. Wessman-Enzinger and Edward S. Mooney
Students process open-number problems through various ways of thinking. The patterns emerged from the authors' research on student thinking about integers and are connected to teaching tips for the classroom.
Nicole M. Wessman-Enzinger, Barbara A. Swartz and Sararose D. Lynch
Have you ever looked at your students working in groups and wondered, “How can I ensure that all of my students are involved in solving this task?” With similar concerns, we found ourselves talking about complex instruction (Featherstone et al. 2011) as a way to help facilitate equitable participation within group work for our students. This Problem Solvers Problem highlights our collaborative efforts in designing a complex instruction task, which supports all students' contributions in problem solving.