Flashcards incorporating visual models are presented as a strategy to support mastery of addition, subtraction, and multiplication facts. Postscript items are designed as rich “grab-and-go” resources that any teacher can quickly incorporate into their classroom repertoire with little effort and maximum impact.
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Wendy Bray
This department publishes brief news articles, announcements, and guest editorials on current issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education.
Wendy S. Bray
This collective case study examines the influence of 4 third-grade teachers' beliefs and knowledge on their error-handling practices during class discussion of mathematics. Across cases, 3 dimensions of teachers' error-handling practices are identified and discussed in relation to teacher beliefs and knowledge: (a) intentional focus on flawed solutions in class discussion, (b) promotion of conceptual understanding through discussion of errors, and (c) mobilization of a community of learners to address errors. Study findings suggest that, although teachers' ways of handling student errors during class discussion of mathematics are clearly linked to both teacher beliefs and teacher knowledge, some aspects of teacher response are more strongly linked to knowledge and others are influenced more by beliefs.
Wendy S. Bray
Infusing mathematics lessons with opportunities for students to make instructional choices is a teacher strategy to differentiate instruction toward achieving classroom equity.
Wendy S. Bray
A look at the challenges inherent in a pilot study looking at the impact of mathematics reform on students with exceptionalities. This article explores some of the ways these second-grade teachers support the mathematics learning of the diverse group of students in their class and how readers can support a diverse student population in their own classrooms.
Wendy S. Bray
Incorporating a focus on students' mistakes into your instruction can advance their understanding.
Wendy S. Bray and Laura Abreu-Sanchez
Third-grade teachers found that giving particular attention to the use of realworld contexts, mental imagery, and manipulatives brought success to problem solving as students moved from using models to reasoning.
Wendy S. Bray and Tanya Vik Blais
Contextualized multiplication and division problems involving groups of ten can be powerful tasks for engaging K–grade 2 learners in reasoning about the base-ten structure of numbers.
Wendy S. Bray and Luz A. Maldonado
Talking about a structured series or string of basic fact problems is a strategy that presents collaborative opportunities for students to explore relationships among related reasoning strategies.
Edited by Wendy Bray, Lisa Englard, and Andrew Tyminski
This department publishes brief news articles, announcements and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education.
Page:12
