Claims are made that learning to code can enhance problem-solving skills and develop early computational thinking. This team observed how young children used their early mathematical skills while learning coding fundamentals. Contributors to the iSTEM department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.

### Jessica F. Shumway, Jody Clarke-Midura, Victor R. Lee, Megan M. Hamilton and Chloe Baczuk

### Megan H. Wickstrom and Lindsay M. Jurczak

Examine teaching strategies, students' conceptions and visualizations of length units, and conservation of length as first graders explore the meaning of an inch in the context of a garden inchworm.

### Aidin Amirshokoohi and Daniel P. Wisniewski

Key elements can enhance teacher candidates' understanding, interest, and confidence with learning and teaching mathematics while decreasing their math-related anxiety and fear.

### Paula Denton

Using Cuisenaire Rods, metric measurement, and mapping, students worked collaboratively to calculate, keep records, build, and problem solve with use of decimal fractions as a key element.

### Allyson Hallman-Thrasher, Courtney Koestler, Danielle Dani, Amanda Kolbe and Katie Lyday

Through trial and error and ultimate success, students create a graph to model a real-world situation.

### Wayne Nirode

During their work with statistics, students should be able to compare two treatments from a randomized experiment and use a simulation to determine statistical significance informally (CCSSI 2010a; CCSSI 2010b; Franklin et al. 2007). To achieve these goals, I developed a method to collect student data in my classroom from hands-on simulations. The advantage of hands-on simulations over using formulas is that students can develop a conceptual understanding of statistical significance when they see the variation that occurs from sample to sample as the results of the experiment are rerandomized each time the simulation runs. I first explain a specific classroom experiment and the hands-on simulation. I then describe how to use Google Forms and Google Sheets to convert the simulation data that students submit using their cell phones into a single column of data that can then be displayed as a dot plot.

### Laura Bofferding and Melike Yigit

This month's problem examines the standing long jump, an Olympic event until 1912. Students will jump as far as they can from a standing position and measure the distance by using different units, such as cubes, feet, and inches. A good problem can capture students' curiosity and can serve many functions in the elementary school classroom: to introduce specific concepts the teacher can build on after students recognize the need for additional mathematics or to help students see where to apply already-learned concepts. We encourage teachers to use the monthly problem and suggested instructional notes in their classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.

### Terri L. Kurz

After analyzing advertising claims regarding water shooters, students present their findings.

### Sarah J. Selmer and Kimberly Floyd

A proactive preschool teacher differentiates instruction by using the Universal Design for Learning framework to decrease barriers that limit students' access to classroom learning.

### Patricia O'Donnell and Amanda Frick

Do you remember clever, energetic Speedy Gonzales, “the fastest mouse in all Mexico,” one of the animated characters in the Warner Brothers Looney Tunes cartoon series? This month our “math by the month” activities, reminiscent of the spirited Speedy, will have your students calling ¡Ándale! ¡Ándale! ¡Arriba! ¡Arriba! (colloquial Spanish for “Come on! Hurry up!”) as they ask for more problem-solving scenarios based on this month's racing theme.