See how one seventh-grade teacher melds NCTM's Process Standards, CCSSM's Standards for Mathematical Practice, and multidimensional teaching to engage students.
Robert Q. Berry III and Mark W. Ellis
Teachers can benefit from productive and manageable suggestions to align instruction to the intention of the Common Core's Standards for Mathematical Practice.
Jeffrey M. Choppin, Cynthia H. Callard, and Jennifer S. Kruger
Student-generated algorithms, despite being inelegant and cumbersome, can nevertheless highlight a Common Core standard on rational number subtraction to show flexibility and understanding.
Nicole M. Wessman-Enzinger
When solving temperature problems with negative integers, number sentences may be mathematically equivalent but not contextually equivalent.
Jae Ki Lee, Kyong Mi Choi, and Melissa McAninch
The L-shaped 2-5-3-7 algorithm, combining efficient Singaporean and Korean procedures with divisibility rules of primes 2, 3, 5, and 7, helps students identify LCMs and GCFs.
Debra I. Johanning
Research on how students add and subtract fractions indicates that students struggle to understand various algorithms.
Jeffrey M. Choppin, Carolyn B. Clancy, and Scott J. Koch
Allowing students to reason and communicate about integer operations, or any idea, before these ideas are formalized can be an important tool for fostering deep understanding.
Juli K. Dixon and Jennifer M. Tobias
Anticipate and address errors that arise when fractions are placed in context and illustrated with models.
Jessica Pierson Bishop, Lisa L. Lamb, Randolph A. Philipp, Ian Whitacre, and Bonnie P. Schappelle
Reasoning about integers provides students with rich opportunities to look for and make use of structure.
Kami M. Dupree
Abandon mnemonics and make stronger connections between the operations and properties of arithmetic.