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.
Supplemental Materials (PDF 256 KB)
Ian D. Fryer, firstname.lastname@example.org, is a graduate of the Ontario Institute for Studies in Education (OISE) in Toronto, Canada, and is a proponent of Philosophy for Children. He is interested in increasing student engagement, collaboration, and critical thinking in elementary mathematics classrooms through the use of puzzles and games.
Aakriti Kapoor, email@example.com, is also a graduate of OISE and is an education technology researcher. She is interested in twenty-first–century pedagogy that enables students to exercise their critical-thinking, collaboration, and metacognitive competencies while becoming agents of their own learning.
Edited by Cathy Marks Krpan, firstname.lastname@example.org, a professor at the Ontario Institute for Studies in Education at the University of Toronto, Canada. She teaches math education courses in the Department of Curriculum and Teaching graduate program.