Overgeneralizing commonly accepted practices, using imprecise vocabulary, and relying on tips and tricks that do not promote conceptual mathematical understanding can lead to misunderstanding later in students' math careers.

Contributor Notes

Karen S. Karp, karen@louisville.edu, a professor of math education at the University of Louisville in Kentucky, is a past member of the NCTM Board of Directors and a former president of the Association of Mathematics Teacher Educators. Her current scholarly work focuses on teaching math to students with disabilities.

Sarah B. Bush, sbush@bellarmine.edu, an assistant professor of math education at Bellarmine University in Louisville, Kentucky, is a former middle-grades math teacher who is interested in relevant and engaging middle-grades math activities.

Barbara J. Dougherty is the Richard Miller Endowed Chair for Mathematics Education at the University of Missouri. She is a past member of the NCTM Board of Directors and is a co-author of conceptual assessments for progress monitoring in algebra and an iPad® applet for K–grade 2 students to improve counting and computation skills.

(Corresponding author is Karp karen@louisville.edu)
(Corresponding author is Bush sbush@bellarmine.edu)
Teaching Children Mathematics
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