Share a teacher's ultimately empowering experience of transitioning into an ill-defined, unanticipated leadership position.
Lauren J. Rapacki and Dionne I. Cross Francis
An operational understanding of the equal sign can hinder learning its relational meaning.
Rochelle Goldberg Kaplan and Sandra Alon
Professional development equips practitioners with skills to enhance student learning.
Ian D. Fryer and Aakriti Kapoor
Students explore number patterns using visual patterns of numbers and color. Each month, elementary school teachers are presented with a problem along with suggested instructional notes; asked to use the problem in their own classrooms; and encouraged to report solutions, strategies, reflections, and misconceptions to the journal audience.
Aisling Leavy, Mairéad Hourigan and Áine McMahon
One of the first math symbols introduced=the equals sign=underpins much of the algebraic reasoning a child will use in later years.
Easy-to-design puzzles that encourage mathematical reasoning and promote numerical fluency, arithmogon puzzles are simple: Add the numbers in two circles to get the number in the square. Every month, this final page of the journal highlights a quick game, puzzle, activity, or instructional strategy and suggestions for teachers of different grade bands to use the idea in the classroom.
Amy Noelle Parks and Diana Chang Blom
Capitalize on opportunities for mathematical concepts to emerge in common preschool contexts, such as doll corners and block centers.
Kristen E. Reed and E. Paul Goldenberg
Use these principles for constructing and choosing tasks that blend seamlessly into the school day, guide your teaching, and preserve precious instructional time.
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. Quick images are a fun, engaging way for students to compose and decompose visual numbers. Students apply their understanding of subitizing–the ability to recognize a number of items without counting–as they determine the quantity of the group
Debra Rawlins, Natasha Hernandez and William Miller
Second graders move from counting by ones to counting equal groups to structuring arrays.