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Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

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LouAnn H. Lovin

Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.

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Tracy E. Dobie and Miriam Gamoran Sherin

Language is key to how we understand and describe mathematics teaching and learning. Learning new terms can help us reflect on our practice and grow as teachers, yet may require us to be intentional about where and how we look for opportunities to expand our lexicons.

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Julie M. Amador, David Glassmeyer, and Aaron Brakoniecki

This article provides a framework for integrating professional noticing into teachers' practice as a means to support instructional decisions. An illustrative example is included based on actual use with secondary students.

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Erell Germia and Nicole Panorkou

We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.

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Stefanie D. Livers, Kristin E. Harbour, and Lindsey Fowler

In our attempts to make a concept easier, we may hinder student learning.

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Megan H. Wickstrom, Elizabeth Fulton, and Dacia Lackey

Use those multicolored linking bricks to help students connect measurement with an understanding of number and operations as well as fractions.

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Caroline B. Ebby, Elizabeth T. Hulbert, and Nicole Fletcher

Dig deeper into classroom artifacts using research-based learning progressions to enhance your analysis and response to student work, even when most students solve a problem correctly.

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Brandy Crowley and Tracy Harper

What is the most exciting day of the school year? Field trip day! Organizing a smooth field trip requires mathematical thinking. After solving these problems, have students create math questions about their own field-trip experiences.

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Michelle Stephan and Jennifer Smith

To incorporate more classroom discussion, allow students to argue.