The implementation of CCSSM helped this teacher think about how to use different representations to help fourth-grade students increase their conceptual understanding of fractions.
Donald N. Sarazen
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.
This article presents solutions to the April 2017 problem scenario, which offers students the opportunity to explore many ways to partition a square. Students can generate ideas about halves, thirds, and fourths through the exploration of squares and rectangles. Students can also recognize that equal shares do not necessarily have to be congruent. 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.
Kien H. Lim and Ashley D. Wilson
Use math videos and different types of inquiries to increase students' intellectual engagement.
Wendy S. Bray
Incorporating a focus on students' mistakes into your instruction can advance their understanding.
Signe E. Kastberg and R. Scott Frye
How do classroom behavioral expectations support the development of students' mathematical reasoning? A sixth-grade teacher and his students developed this example while discussing a ratio comparison problem.
Do prekindergarten students describing and illustrating their attempts at fair-sharing tasks exhibit a spontaneous understanding of fractions prior to formal instruction? This researcher shares her findings.
Dawn Pensack and Jeanette McClusky
The problem scenario from October 2012 engages students in simple permutations along with finding the probability of an event. Two sixth-grade teachers report on the seasonal, open-ended, authentic learning that their students experienced with a scarecrow-dressing contest.
Ann McCoy, Joann Barnett, and Tammy Stine
Try an activity that was designed to help third graders organize their thinking about rational number notation by connecting to well-established, whole-number routines.
Trena L. Wilkerson, Tommy Bryan, and Jane Curry
Using candy bars as models gives students a taste for learning to represent fractions whose denominators are factors of twelve.