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.
Hulya Kilic, Dionne I. Cross, Filyet A. Ersoz, Denise S. Mewborn, Diana Swanagan and Jisun Kim
Different types of instructional facilitation influence students' thinking and reasoning; reflecting on your own practices can help you determine your role as an instructor and increase your competence.
Jacqueline G. Smith
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.
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.
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.
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. The current article shares ideas for using Pattern Blocks to increase students' creativity and problem solving skills while extending their understanding of geometric reasoning and number sense.