These evidence-based instructional strategies can lead to deeper mathematical conversations in upper elementary school classrooms.
Chepina Rumsey and Cynthia W. Langrall
Abbe Skinner, Nicole Louie, and Evra M. Baldinger
A teacher shares her journey toward disrupting her conditioning to create more humanizing math learning experiences for her students, incorporating strategies that every educator can use.
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.
J. Jeremy Winters and Dovie L. Kimmins
Ann stated, “If you roll two dice (number cubes) and the numbers are 1 and 2, saying that 1 and 2 and 2 and 1 are different things, that is not true. It is like saying 8 + 9 and 9 + 8 have different outcomes.”
Taajah Felder Witherspoon
Observe fourth graders' thinking in action as they connect the multiplication of whole numbers to arrays.
Connie J. Godfrey and Jamalee Stone
Take-home binders and daily math talks help a second-grade class ease through Baroody's (2006) stages.
Melanie Wenrick, Jean L. Behrend, and Laura C. Mohs
See how the NCTM Process Standards in action integrate Common Core State Standards in a second-grade classroom.
Chepina Rumsey, Jody Guarino, Rachael Gildea, Christina Y. Cho, and Bethany Lockhart
A yearlong professional development project investigated types of discourse and argumentation that students engage in, participation structures and routines that teachers can include to support students, and types of tasks that promote mathematical argumentation.
E. Paul Goldenberg, June Mark, and Al Cuoco
Although it is necessary to infuse courses and curricula with modern content, what is even more important is to give students the tools they will need in order to use, understand, and even make mathematics that does not yet exist. A curriculum organized around habits of mind tries to close the gap between what the users and makers of mathematics do and what they say (Cuoco, Goldenberg, and Mark 1996, p. 376).
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.