The Balanced Mathematics framework addresses differential needs of all learners.
Bridget Christenson and Anita A. Wager
Lyn D. English, Steve Humble and Victoria E. Barnes
You, too, can design and implement math trails to promote active, meaningful, real-world mathematical learning beyond your classroom walls.
The problem scenario explores analog clocks, a rich source of tasks associated with angles and angle measures. To access the full-size activity sheet, go to http://www.nctm.org/tcm, All Issues. Each month, this section of the Problem Solvers department showcases students' in-depth thinking and discusses the classroom results of using problems presented in previous issues of Teaching Children Mathematics.
Amy Noelle Parks, Tomoko Wakabayashi and Beth Hardin
Common preschool routines increase opportunities for children to develop important skills.
Sarah A. Roller, Elizabeth P. Cunningham and Katherine Ariemma Marin
Use photographs as a formative assessment tool.
Jennifer Orr and Jennifer Suh
Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K—grade 6 classrooms. One way to keep young students engaged and interested in practicing counting is to involve them in using cameras. This article explains how first graders capture 100 images, use Windows MovieMaker or PhotoStory to turn the still images into a video, and then narrate a story using precise math vocabulary to explain their mathematical thinking.
Ann H. Wallace, Mary J. White and Ryan Stone
Observing in Mary White's kindergarten classroom is like watching a beehive: hustle and bustle all around. Children work puzzles, create artwork, build with blocks, read books, and write their own stories.
Debra Rawlins, Natasha Hernandez and William Miller
Second graders move from counting by ones to counting equal groups to structuring arrays.
Candace Joswick, Douglas H. Clements, Julie Sarama, Holland W. Banse and Crystal A. Day-Hess
Modify activities according to these principles and suggestions.
Each month, elementary school teachers are given a problem along with suggested instructional notes. Teachers are asked to use the problem in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience. This month, students are asked to count and organize a large collection of candies to promote an understanding of place value in our base-ten number system.