A simple problem-solving exercise encourages teachers to “start small” to reveal how third graders understand multiple math concepts simultaneously.
Aryn A. Siegel and Enrique Ortiz
Annie Perkins and Christy Pettis
A same-area but different-perimeter problem is explored.
This department publishes brief news articles, announcements, and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint. This month's guest editorial provides the platform for individuals to reflect on the positive impact that open-ended tasks can play in the teaching and learning of early mathematics. Classroom examples of open-ended expectations establish the immediate tie to fostering both 21st century skills and the Common Core State initiatives.
This department publishes brief news articles, announcements, and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education.
Jordan T. Hede and Jonathan D. Bostic
See how sixth-grade students design and create quilt squares for this geometry project.
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.
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.
This month's problem offers students an opportunity to determine where we find math in the world, interpret it, and engage in mathematical modeling. Each month, elementary school teachers are presented with a problem along with suggested instructional notes and asked to use the problem in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.
The May problem scenario has students explore what happens to the area of a two-dimensional shape as the side dimensions change but the perimeter remains the same. A fourth-grade teacher from North Carolina explored the task and uncovered her students' misconceptions concerning the corner tiles of the rectangle.
Jerilynn Lepak and Taren Going
In an eighth-grade classroom, the authors used the Connected Math Project curriculum and three essential components of an argument implied by Driscoll (1999) to adapt mathematical tasks to elicit written arguments that go beyond recounting steps.