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.
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.
Jinfa Cai, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison and James Hiebert
In our March editorial (Cai et al., 2018), we considered the problem of isolation in the work of teachers and researchers. In particular, we proposed ways to take advantage of emerging technological resources, such as online archives of student data linked to instructional activities and indexed by learning goals, to produce a professional knowledge base (Cai et al., 2017b, 2018). This proposal would refashion our conceptions of the nature and collection of data so that teachers, researchers, and teacher-researcher partnerships could benefit from the accumulated learning of ordinarily isolated groups. Although we have discussed the general parameters for such a system in previous editorials, in this editorial, we present a potential mechanism for accumulating learning into a professional knowledge base, a mechanism that involves collaboration between multiple teacher-researcher partnerships. To illustrate our ideas, we return once again to the collaboration between fourth-grade teacher Mr. Lovemath and mathematics education researcher Ms. Research, who are mentioned in our previous editorials(Cai et al., 2017a, 2017b).
Emily Dardis and Megan H. Wickstrom
Modifications to a first- and second-grade STEAM activity, Elephant Toothpaste, highlight ways to emphasize mathematical thinking by running multiple experiments, posing mathematical questions, and having students make both qualitative and quantitative observations. 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 5 classrooms.
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
Jennifer M. Tobias and Janet B. Andreasen
Using the context of restaurants and ratios to find equivalent fractions can push students' strategies forward.
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.