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Lucille P. Dubon and Kathryn G. Shafer

Patterns are an important element of developing children's mathematical reasoning. In elaborating ways in which “instructional programs from prekindergarten through grade 12 should enable all students to understand patterns, relations, and functions” (NCTM 2000, p. 90), the National Council of Teachers of Mathematics specifies that representing and interpreting patterns are skills that kindergartners through second graders should build toward developing a robust understanding of algebra.

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Joy A. Oslund and Sandra Crespo

Use these three activities as professional learning community tools to support powerful conversations.

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Lyn D. English

Help first-grade students learn to competently generate, test, revise, and represent data before being formally taught to do so.

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This department showcases students' in-depth thinking and work on problems previously published in Teaching Children Mathematics. The November 2011 problem scenario has students explore several rich, mathematical ideas, such as square numbers and the commutative property of multiplication.

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Jill M. Raisor and Rick A. Hudson

Exploring structure through the use of a familiar object allows very young children to develop an understanding of several concepts at one time.

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Deanna Pecaski McLennan

The outdoors offers children a rich space for learning and inspires authentic mathematical opportunities.

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Lynn Columba, Thomas Hammond, and Lanette Waddell

What is in a name? Actually, quite a lot of math! Join us as “math by the month” challenges students to apply their knowledge of data analysis, geometry, and algebraic thinking to solve this collection of math problems.

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Claudia R. Burgess

This geometry lesson uses the work of abstract artist Wassily Kandinsky as a springboard and is intended to promote the conceptual understanding of mathematics through problem solving, group cooperation, mathematical negotiations, and dialogue.

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Timothy S. McKeny and Gregory D. Foley

Engage children in literature to pique their interest in quantity concepts, develop their fluency in measurement processes, and establish their quantitative literacy.

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Ann H. Wallace, Mary J. White, and Ryan Stone

Observing in Mary White's kindergarten classroom is like watching a beehive: hustle and bustle all around. Children work puzzles, create artwork, build with blocks, read books, and write their own stories.