Using this strategy, a teacher facilitates a short conversation during which students verbally explain and justify reasoning. We have found that a coordinated series of number talks supports students’ reasoning when comparing fractions.
George J. Roy, Kristin E. Harbour, Christie Martin, and Matthew Cunningham
Rachel H. Orgel
Returning to in-person learning after COVID-19, our goal was to use our district’s framework along with the CASEL 5 to help us address the social and emotional learning needs of our students without losing the integrity of the mathematics.
José Martínez Hinestroza and Vanessa Abreu
Children analyzed data to read their bodies and manage their emotions. To avoid controlling children’s bodies and emotions, the authors encourage teachers to embrace children’s unanticipated responses.
Kathryn Lavin Brave and Jillian Miller
Two teachers describe how to use Fermi Questions to illuminate the connections between the Standards for Mathematical Practice and the social and emotional learning competencies.
Surani Joshua, James Drimalla, Dru Horne, Heather Lavender, Alexandra Yon, Cameron Byerley, Hyunkyoung Yoon, and Kevin Moore
The Relative Risk Tool web app allows students to compare risks relating to COVID-19 with other more familiar risks, to make multiplicative comparisons, and to interpret them.
Madelyn W. Colonnese
A teacher implements this type of personal prose in the classroom to help students make sense of fractions and communicate ideas.
This article presents an example of discovering an idea through creative play. After some trial and error, I drew a wonderful image, which I later learned was a two-dimensional view of a four-dimensional shape called tesseract.
Using question 28 from the May Problems to Ponder in volume 114, the author and her seventh- and eighth-grade students launched into a discussion of creativity, linearity, piecewise, and recursive definitions of functions. This pattern to ponder provided rich mathematical opportunities for all students in my middle school classroom.