Search Results

You are looking at 1 - 8 of 8 items for

  • Author or Editor: Thomas E. Hodges x
Clear All Modify Search
Restricted access

Thomas E. Hodges and Elizabeth Conner

Integrating technology into the mathematics classroom means more than just new teaching tools—it is an opportunity to redefine what it means to teach and learn mathematics. Yet deciding when a particular form of technology may be appropriate for a specific mathematics topic can be difficult. Such decisions center on what is commonly being referred to as TPACK (Technological Pedagogical and Content Knowledge), the intersection of technology, pedagogy, and content (Niess 2005). Making decisions about technology use influences not only students' conceptual and procedural understandings of mathematics content but also the ways in which students think about and identify with the subject.

Restricted access

George J. Roy, Thomas E. Hodges and LuAnn Graul

Students' mathematical intuition about estimation can serve as an entry point for tasks exploring measures of center.

Restricted access

Thomas E. Hodges, Geri A. Lanry and JoAnn Cady

Transitioning conventional elementary textbook lessons into Standards-based teaching goes much deeper than placing a problem in context. If you do not know why or how—read on.

Restricted access

Jo Anny Cady, Thomas E. Hodges and Clara Brown

Incorporating these instructional practices for two mathematical tasks into lessons to support English learners gives them access to an excellent, equitable program.

Restricted access

Thomas E. Hodges, Malisa Johnson and George J. Roy

This fourth-grade task focuses on measures of center to build on students' intuitive thinking.

Restricted access

Thomas E. Hodges, Terry D. Rose and April D. Hicks

A series of diagnostic questions helps this teacher better assess and comprehend the misconceptions of third graders who struggle with multiplication.

Restricted access

Thomas E. Hodges, JoAnn Cady and R. Lee Collins

Using visual representations, such as symbols, drawings, and graphs, helps middle school students reason about and understand mathematics. These representations support students' learning and help them communicate their mathematical ideas. Representations also help them organize their thinking, make connections among mathematical concepts, and model the mathematics that they see in the real world (NCTM 2000). The middle school mathematics curriculum seeks to move students in a logical progression from concrete models to drawings and pictures and finally to abstract symbols. Representations can assist students in making this transition.

Restricted access

George J. Roy, Sarah B. Bush, Thomas E. Hodges and Farshid Safi

Various strategies can help you build a classroom environment rich with mathematical discussion.