Embarrassingly traditional. Isn't admitting your problem the first step to change? I confess: I was an embarrassingly traditional math teacher.
Amy F. Hillen and Tad Watanabe
Conjecturing is central to the work of reasoning and proving. This task gives fourth and fifth graders a chance to make conjectures and prove (or disprove) them.
First graders restructure their ideas about foundational number concepts when they encounter negative integers.
J. Matt Switzer
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. In this month's Problem Solvers Solutions, readers have a window into students' number and operation sense in the early elementary grades. Second and third graders were presented with problem-solving tasks using a hundred chart consisting of two number cards and a challenge card aligned to an addition or subtraction structure. Drawing on the structure of the hundred chart and prior knowledge, students were able to articulate their solution strategies.
Michelle H. Pace and Enrique Ortiz
Try introducing this easy-to-implement strategy that engages student detectives in error analysis and mathematical discourse.
Imani Masters Goffney
Postscript items are designed as rich grab-and-go resources that any teacher can quickly incorporate into his or her classroom repertoire with little effort and maximum impact. Increase mathematical confidence by creating ways for students to show they are “smart” in math through Smartness Wordles™, collections of words in graphic representation.
Ian Whitacre, Robert C. Schoen, Zachary Champagne and Andrea Goddard
Instructional activities designed to encourage relational thinking in primary-grades classrooms can give students advantages when they reason about subtraction.
Susan Jo Russell
To support mathematics educators as they consider implications of the Common Core State Standards for Mathematics (CCSSM) for instruction and assessment, Teaching Children Mathematics launched a series of articles beginning in the February 2012 issue. In this concluding installment, we concentrate on the implementation of the eight Standards of Mathematical Practice and the constellations of Practices and Standards. In the September issue, Matthew Larson follows up the series with a feature article that looks at CCSSM through the lens of mathematics education reform history and asks the provocative question, Will CCSSM Matter in Ten Years?
Teresa J. Gardner
Classroom activities can be part of an effective teaching strategy to help children whose math performance demonstrates a learning deficit.
Peter T. Malcolm and Robert Q. Berry III
Technology from the Classroom is the venue for sharing articles that illustrate the effective use of technology in pre-K—grade 6 mathematics classrooms.