Browse

You are looking at 1 - 8 of 8 items for :

  • Grades PK-2 x
  • Linking Research and Practice x
  • Number & Operations x
  • Refine by Access: All content x
Clear All
Restricted access

Douglas H. Clements, Shannon S. Guss, and Julie Sarama

Learning trajectories help teachers challenge children at just the right level for their best learning.

Restricted access

Deanna Pecaski McLennan

Restricted access

Crystal Kalinec-Craig, Emily P. Bonner, and Traci Kelley

This article describes an innovation in an elementary mathematics education course called SEE Math (Support and Enrichment Experiences in Mathematics), which aims to support teacher candidates (TCs) as they learn to teach mathematics through problem solving while promoting equity during multiple experiences with a child. During this 8-week program, TCs craft and implement tasks that promote problem solving in the context of a case study of a child’s thinking while collecting and analyzing student data to support future instructional decisions. The program culminates in a mock parent–teacher conference. Data samples show how SEE Math offers TCs an opportunity to focus on the nuances of children’s strengths rather than traditional measures of achievement and skill.

Restricted access

Hala Ghousseini, Sarah Lord, and Aimee Cardon

Kindergartners are capable of engaging in reasoning about mathematics and justifying their thinking using several resources.

Restricted access

Kimberly Morrow-Leong, Sara Delano Moore, and Linda M. Gojak

Reading mathematics picture books to children increases interest in mathematics, strengthens vocabulary, and can improve achievement.

Restricted access

Tonya Gau Bartell

This is one of many practices to support teachers in assessing students’ mathematical thinking and better understanding students’ lived experiences that they can then draw on in mathematics instruction. This article highlights four examples of teachers’ efforts to reimagine homework for K–2 students.

Restricted access

Beth L. MacDonald, Diana L. Moss,, and Jessica H. Hunt

In this article, we explore how playing with dominoes not only requires students to count but also to subitize when constructing number and operations.