Compare how third graders think mathematically when using virtual versus concrete base-ten blocks to learn place-value concepts.
Justin T. Burris
Brandt S. Lapko
Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K–grade 6 classrooms. This article describes how students can use available technology to communicate and share their thinking in popular media formats.
Kurt J. Rosenkrantz
Students say some amazing things. Back Talk highlights the learning of one or two students and their approach to solving a math problem or prompt. Each article includes the prompt used to initiate the discussion, a portion of dialogue, student work samples (when applicable) and teacher insights into the mathematical thinking of the students. In this month's episode, a six-year-old rising first grader uses a computer simulation to understand addition and subtraction on the number line.
Jennifer Orr and Jennifer Suh
Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K—grade 6 classrooms. One way to keep young students engaged and interested in practicing counting is to involve them in using cameras. This article explains how first graders capture 100 images, use Windows MovieMaker or PhotoStory to turn the still images into a video, and then narrate a story using precise math vocabulary to explain their mathematical thinking.
Katherine A. G. Phelps
Fourth- and fifth-grade learners can use differentiated number sets within CGI problem structures to add and subtract fractions with unlike denominators.
Pamela Edwards Johnson, Melissa Campet, Kelsey Gaber, and Emma Zuidema
Three preservice teachers used virtual manipulatives during clinical interviews with students of elementary school age. The technology exposed students' problem-solving strategies and mathematical understanding, promoting just-in-time teaching about the target content. The process of completing and reflecting on the interviews contributed to growth of the preservice teachers' technological pedagogical content knowledge.
Katie L. Anderson
Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K–grade 6 classrooms. This article describes a set of lessons where sixth graders use virtual pattern blocks to develop proportional reasoning. Students' work with the virtual manipulatives reveals a variety of creative solutions and promotes active engagement. The author suggests that technology is most effective when coupled with worthwhile mathematical tasks and rich classroom discussions.
Jennifer Suh and Padmanabhan Seshaiyer
Foundational in understanding place value and our decimal number system, this concept is explored through a practiced-based activity designed to develop teachers' technology knowledge for teaching mathematics. The activity focuses on number sense using online applets and various related models and representations.
Peter T. Malcolm and Robert Q. Berry III
Technology from the Classroom is the venue for sharing articles that illustrate the effective use of technology in pre-K—grade 6 mathematics classrooms.
Patricia O'Donnell and Amanda Frick
Do you remember clever, energetic Speedy Gonzales, “the fastest mouse in all Mexico,” one of the animated characters in the Warner Brothers Looney Tunes cartoon series? This month our “math by the month” activities, reminiscent of the spirited Speedy, will have your students calling ¡Ándale! ¡Ándale! ¡Arriba! ¡Arriba! (colloquial Spanish for “Come on! Hurry up!”) as they ask for more problem-solving scenarios based on this month's racing theme.