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Theodore Chao

An extension of classic number talks, this game builds students' fluency in number operations and connects children's lives to mathematical thinking, opening avenues for equity and diversity-based mathematics teaching. Postscript items are designed as rich grab-and-go resources that teachers can quickly incorporate into their classroom repertoire with little effort and maximum impact.

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Theodore Chao

Snack time can be a great time to introduce fractions. This article introduces number selection and objects as a way to help students think about relationships between numbers. Postscript items are designed as rich grab-and-go resources that any teacher can quickly incorporate into his or her classroom repertoire with little effort and maximum impact.

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Cathery Yeh and Theodore Chao

Students come to school with varying degrees of prior mathematics experiences, understandings, and levels of confidence—all of which can be challenging for teachers. Below are three strategies based on Universal Design for Learning (cast.org) to highlight and leverage the mathematical brilliance of all children, including children with dis/abilities.

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Luz A. Maldonado Rodríguez, Naomi Jessup, Marrielle Myers, Nicole Louie, and Theodore Chao

Elementary mathematics teacher education often draws on research-based frameworks that center children as mathematical thinkers, grounding teaching in children’s mathematical strategies and ideas and as a means to attend to equity in mathematics teaching and learning. In this conceptual article, a group of critical mathematics teacher educators of color reflect on the boundaries of Cognitively Guided Instruction (CGI) as a research-based mathematical instructional framework advancing equity through a sociopolitical perspective of mathematics instruction connected to race, power, and identity. We specifically discuss CGI along the dominant and critical approaches to equity outlined by , ) framework. We present strategies used to extend our work with CGI and call for the field to continue critical conversations of examining mathematical instructional frameworks as we center equity and criticality.