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.
Melinda (Mindy) S. Eichhorn, Peter J. DiMauro, Courtney Lacson and Barbara Dennie
This simple dice game supports students' development of flexibility with numbers, the properties of the four operations (+, −, ×, ÷), and the order of operations. It requires only dice and a game board for each player.
Shiv Karunakaran, Ben Freeburn, Nursen Konuk and Fran Arbaugh
Preservice mathematics teachers are entrusted with developing their future students' interest in and ability to do mathematics effectively. Various policy documents place an importance on being able to reason about and prove mathematical claims. However, it is not enough for these preservice teachers, and their future students, to have a narrow focus on only one type of proof (demonstration proof), as opposed to other forms of proof, such as generic example proofs or pictorial proofs. This article examines the effectiveness of a course on reasoning and proving on preservice teachers' awareness of and abilities to recognize and construct generic example proofs. The findings support assertions that such a course can and does change preservice teachers' capability with generic example proofs.
Orly Buchbinder, Daniel I. Chazan and Michelle Capozzoli
Many research studies have sought to explain why NCTM's vision for mathematics classrooms has not had greater impact on everyday instruction, with teacher beliefs often identified as an explanatory variable. Using instructional exchanges as a theoretical construct, this study explores the influence of teachers' institutional positions on the solving of equations in algebra classrooms. The experimental design uses surveys with embedded rich-media representations of classroom interaction to surface how teachers appraise correct solutions to linear equations where some solutions follow suggested textbook procedures for solving linear equations and others do not. This paper illustrates the feasibility of studying teaching with rich-media surveys and suggests new ways to support changes in everyday mathematics teaching.
Sharon A. Edwards, Robert W. Maloy and Gordon Anderson
Learning mathematical problem solving is as easy as 1, 2, 3 when teachers use flexible instructional strategies.
Easy-to-design puzzles that encourage mathematical reasoning and promote numerical fluency, arithmogon puzzles are simple: Add the numbers in two circles to get the number in the square. Every month, this final page of the journal highlights a quick game, puzzle, activity, or instructional strategy and suggestions for teachers of different grade bands to use the idea in the classroom.
Allison B. Hintz
Teachers can foster strategy sharing by attending to the cognitive demands that students experience while talking, listening, and making mistakes.
Cristina Gomez and Dani Novak
Consider using these problems to help students develop number and operation sense in a simple and fun way.
This article shares ideas for using the calendar date to increase students' mental mathematics and problem-solving skills. Postscript items are designed as rich grab-and-go resources that any teacher could quickly incorporate into his or her classroom repertoire with little effort and maximum impact.
Lisa M. Buchholz
Several detours prompted me to find time in an overcrowded school day to incorporate important, powerful, daily, whole-class application of fact strategies.