This article explores teaching practices described in NCTM's Principles to Actions: Ensuring Mathematical Success for All. Common factors, common multiples, strip diagrams, and double number lines are discussed in this, the third installment in the series.
Andrew Izsák, Sybilla Beckmann and Torrey Kulow
Eric Weber, Amy Ellis, Torrey Kulow and Zekiye Ozgur
Modeling the motion of a speeding car or the growth of a Jactus plant, teachers can use six practical tips to help students develop quantitative reasoning.
Andrew Izsák, Torrey Kulow, Sybilla Beckmann, Dean Stevenson and Ibrahim Burak Ölmez
We report results from a mathematics content course intended to help future teachers form a coherent perspective on topics related to multiplication, including whole-number multiplication and division, fraction arithmetic, proportional relationships, and linear functions. We used one meaning of multiplication, based in measurement and expressed as an equation, to support future teachers' understanding of these topics. We also used 2 types of length-based math drawings–double number lines and strip diagrams–as media with which to represent relationships among quantities and solve problems. To illustrate the promise of this approach, we share data in which future secondary mathematics teachers generated and explained without direct instruction sound methods for dividing by fractions and solving proportional relationships. The results are noteworthy, because these and other topics related to multiplication pose perennial challenges for many teachers.