Solutions to a previous Solve It problem are discussed, and the procedures used with problem solving are explored.
big solutions to little problems
Jo Ann Cady and Pamela Wells
Jennifer R. Brown
Set sail to explore powerful ways to use anchor charts in mathematics teaching and learning.
Katherine E. Lewis
Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study, the author adopts an alternative approach using a response-to-intervention MLD classification model to identify the resources students draw on rather than the skills they lack. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed.
A programming activity helps students give meaning to the abstract concept of slope.
Maryl Gearhart and Geoffrey B. Saxe
Try these methods for integrating diverse learners.
Anna F. DeJarnette, Jennifer N. Dao, and Gloriana González
Elicit productive discourse from students as they work through a bicycle rate problem.
Cristina Gomez and Dani Novak
Consider using these problems to help students develop number and operation sense in a simple and fun way.
Sabrina R. Goldberg
Introduce mixed-ability classes to a project exploring famous mathematicians and scientists and ignite students' math interest.
This department publishes brief news articles, announcements, and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint. This month's guest editorial provides the platform for individuals to reflect on the positive impact that open-ended tasks can play in the teaching and learning of early mathematics. Classroom examples of open-ended expectations establish the immediate tie to fostering both 21st century skills and the Common Core State initiatives.
In addition to differentiating and developing curriculum, this teacher's transition to coaching in an early childhood setting involves a complex blend of mentoring teachers, teaching students, and discovering resources.