A series of diagnostic questions helps this teacher better assess and comprehend the misconceptions of third graders who struggle with multiplication.
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Lynn Columba
It is a “read”-letter day when storybooks, thinking strategies, and physical materials can use a splash of whimsy and fun to introduce multiplication facts to third graders.
Ellen Robinson, Xiaowen Cui, Hiroko K. Warshauer, and Christina Koehne
Collaborative engagement provides an opportunity for students to construct and solidify their own knowledge and understanding of important mathematical ideas. According to Van de Walle, Karp, and Bay-Williams, “learning is enhanced when the learner is engaged with others working on the same idea” (2015, p. 52). In allowing students to work with their peers to practice problems and construct important mathematical connections, the students build on their combined prior knowledge to formulate newfound ideas and conjectures. We recognize that grouping students so that each group will function in a productive manner can often be difficult. Therefore, we have devised this activity that allows students to work together and communicate with ten different students individually. In a usual group setting, the students would get to work with one or two other students, but the format of this activity allows for more forms of mathematics communication and collaboration.
Sandra Davis Trowell
Edited by Denise Taunton Reid
The Teaching and Learning principle in Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) states,
Courtney Baker, Melinda C. Knapp, and Terrie Galanti
Here is support for coaches who work in diverse contexts to integrate high-leverage teaching and coaching practices with specific attention to mathematics content.
Jennifer R. Brown
Set sail to explore powerful ways to use anchor charts in mathematics teaching and learning.
Isaac Frank
A critique of FOIL provides an alternate method of multiplying polynomials.
Ziv Feldman and Matt B. Roscoe
The literature has shown that preservice elementary school teachers (PSTs) struggle to adequately attend to a number's multiplicative structure to determine divisibility. This study describes an intervention aimed at strengthening preservice and in-service teachers' procedural knowledge with respect to using a number's prime factorization to identify its factors, and presents evidence of the impact of the intervention. Results point toward improved abilities to use a number's prime factorization to sort factors and nonfactors across four factor subtypes, to create factor lists, and to construct numbers with particular divisibility properties. Implications for mathematics teacher education include providing speci_ c materials and strategies for strengthening preservice and in-service teachers' procedural knowledge.
Drew Polly
Seating arrangements in a theater offer a real-world context for fourth-grade students to work with factors, multiples, and divisibility.
Beatriz S. D'Ambrosio and Signe E. Kastberg
Using grids can help students overcome confusion about place value.
