Kindergartners and first-grade students listen excitedly to a modified storybook to guide their geometry activities.
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Dionne I. Cross, Olufunke Adefope, Mi Yeon Lee, and Arnulfo Pérez
Johnnie Wilson
Observe a first-grade teacher's use of gesture as a mathematics teaching and learning tool in his classroom.
Michelle T. Chamberlin and Robert A. Powers
. • CCSS.Math.Content.2.G.A.1: Recognize and draw shapes having specified attributes. 3–5 • Critical Area: Students continue to describe, analyze, and compare two-dimensional shapes. 6–8 • CCSS.Math.Content.8.G.A.1 : Verify experimentally
Annie Perkins and Christy Pettis
This student problem explores how many different triangles can be produced on a geoboard.
Tutita M. Casa
This instructional tool helps students engage in discussions that foster student reasoning, then settle on correct mathematics.
M. Katherine Gavin and Karen G. Moylan
Research-based actions and practical ideas for implementation can help shape your differentiated instruction.
Ariel Robinson
This preschool teacher uses differentiation and scaffolding techniques as she reads an informational text about patterns with her young students.
Annie Perkins and Christy Pettis
Students are asked to solve a problem that involves viewing the characteristics of a square.
Elaine Cerrato Fisher, George Roy, and Charles (Andy) Reeves
Be inspired by a formerly timid third grader who now confidently conveys a new understanding of numbers, patterns, and their relationships as functions.
Katie L. Anderson
Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K–grade 6 classrooms. This article describes a set of lessons where sixth graders use virtual pattern blocks to develop proportional reasoning. Students' work with the virtual manipulatives reveals a variety of creative solutions and promotes active engagement. The author suggests that technology is most effective when coupled with worthwhile mathematical tasks and rich classroom discussions.
