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Alex de Voogt, Lisa Rougetet and Nathan Epstein

Adapting the centuries-old game of mancala provides basic exercises on mathematical modeling.

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Mathew D. Felton-Koestler

Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles. Find detailed department submission guidelines at http://www.nctm.org/WriteForTCM.

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Melinda (Mindy) S. Eichhorn, Peter J. DiMauro, Courtney Lacson and Barbara Dennie

Teachers can use Universal Design for Learning (UDL) in their math classroom to anticipate potential barriers, know which tools will engage students, and provide safe spaces for learning.

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Maura Olvey

Embarrassingly traditional. Isn't admitting your problem the first step to change? I confess: I was an embarrassingly traditional math teacher.

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Amanda Sibley and Terri L. Kurz

Here is a simple way to turn an ordinary whiteboard into an interactive tool that allows students to design and build pathways along which a sliding object will flow—within certain constraints—to reach its final destination. Students must reason, conjecture, test, conjecture again, and then retest their design features to determine a solution to the presented investigation.

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Jeffrey Smith

Articles in this department showcase students' in-depth thinking and work on problems previously published in Teaching Children Mathematics. This month's scenario challenges students to consider elapsed time and requires them to convert between different units of time measure.

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J. Matt Switzer

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. In this month's Problem Solvers Solutions, readers have a window into students' number and operation sense in the early elementary grades. Second and third graders were presented with problem-solving tasks using a hundred chart consisting of two number cards and a challenge card aligned to an addition or subtraction structure. Drawing on the structure of the hundred chart and prior knowledge, students were able to articulate their solution strategies.

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Michelle H. Pace and Enrique Ortiz

Try introducing this easy-to-implement strategy that engages student detectives in error analysis and mathematical discourse.

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Susan Jo Russell

To support mathematics educators as they consider implications of the Common Core State Standards for Mathematics (CCSSM) for instruction and assessment, Teaching Children Mathematics launched a series of articles beginning in the February 2012 issue. In this concluding installment, we concentrate on the implementation of the eight Standards of Mathematical Practice and the constellations of Practices and Standards. In the September issue, Matthew Larson follows up the series with a feature article that looks at CCSSM through the lens of mathematics education reform history and asks the provocative question, Will CCSSM Matter in Ten Years?

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Lynn Columba, Thomas Hammond and Lanette Waddell

What is in a name? Actually, quite a lot of math! Join us as “math by the month” challenges students to apply their knowledge of data analysis, geometry, and algebraic thinking to solve this collection of math problems.