Build on teachers' and students' understanding of division by emphasizing partitive and measurement models and strategies for writing quality division story problems.
Cindy Jong and Robin Magruder
Vanessa M. Battreal, Vanessa Brewster, and Juli K. Dixon
Using donuts to contextualize and enrich mathematical discourse can sweeten students' understanding of how to interpret the remainder in a division problem.
These problems are situated in the context of firefighting to promote problem solving and critical thinking.
This department showcases students' in-depth thinking and work on previously published problems. Embedded in the Field Day problem is the big idea of place value. Students explore the scenario of organizing pinnies (scrimmage vests) into bundles of ten, making it easier to distribute them to eight teams participating in a field day.
This department showcases students' in-depth thinking and work on previously published problems. The September 2012 problem scenario helps students build number sense and measurement sense. This problem would make a nice addition to observances Fire Prevention Week (October 6–12).
Angela T. Barlow, Natasha E. Gerstenschlager, and Shannon E. Harmon
Three instructional situations demonstrate the value of using an “unknown” student's work to allow the advancement of students' mathematical thinking as well as their engagement in the mathematical practice of critiquing the reasoning of others.
Lisa Nguyen Batista and Suzanne H. Chapin
Teachers learn instructional activities; the use of sentence frames; and how to support students in respectfully speaking, listening, and responding to one another.
Karen S. Karp, Sarah B. Bush, and Barbara J. Dougherty
Try these meaningful alternative approaches to helping students make sense of word problems.
Julia M. Aguirre, Cynthia O. Anhalt, Ricardo Cortez, Erin E. Turner, and Ksenija Simic-Muller
Two major challenges in mathematics teacher education are developing teacher understanding of (a) culturally responsive, social justice–oriented mathematics pedagogies and (b) mathematical modeling as a content and practice standard of mathematics. Although these challenges may seem disparate, the innovation described in this article is designed to address both challenges in synergistic ways. The innovation focuses on a mathematical modeling task related to the ongoing water crisis in Flint, Michigan. Through qualitative analysis of instructor field notes, teachergenerated mathematical models, and teacher survey responses, we found that teachers who participated in the Flint Water Task (FWT) engaged in mathematical modeling and critical discussions about social and environmental justice. The evidence suggests that integrating these 2 foci–by using mathematical modeling to investigate and analyze important social justice issues–can be a high-leverage practice for mathematics teacher educators committed to equity-based mathematics education. Implications for integrating social justice and mathematical modeling in preservice and in-service mathematics teacher education are discussed.
Math by the Month is a regular department of the journal featuring collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes at least four activities each for grade bands K—2, 3—4, and 5—6. This month, students will flip as they use their math skills to solve delectable problems about one of the most versatile foods on the planet. For more flapjack math, check out the “7,000 Pancakes” investigation in the May 2008 issue of TCM. Further whet students' appetites with pancake trivia from http://marthasallnatural.com/recipes_pancake_trivia.pdf.