José N. Contreras
Deanna Pecaski McLennan
For the Love of Mathematics
Lisa A. Brooks and Juli K. Dixon
A second-grade teacher challenges the raise-your-hand-to-speak tradition and enables a classroom community of student-driven conversations that share both mathematical understandings and misunderstandings.
Aryn A. Siegel and Enrique Ortiz
A simple problem-solving exercise encourages teachers to “start small” to reveal how third graders understand multiple math concepts simultaneously.
Perla L. Myers and Colleen N. Pelak
Implement this professional development workshop designed to help teachers excavate the concept of area, uncover misconceptions, and cultivate understanding.
Terri L. Kurz
After analyzing advertising claims regarding water shooters, students present their findings.
Arm your students for victory in the age-old battle to master subtraction with regrouping.
Kathy A. Bacon
Presented with a variety of palatable, inquiry-based, creative learning choices in geometry, this teacher and her fifth graders found tremendous satisfaction in meeting target goals for reasoning skills and taking important “next steps” in learning.
Lucille P. Dubon and Kathryn G. Shafer
Patterns are an important element of developing children's mathematical reasoning. In elaborating ways in which “instructional programs from prekindergarten through grade 12 should enable all students to understand patterns, relations, and functions” (NCTM 2000, p. 90), the National Council of Teachers of Mathematics specifies that representing and interpreting patterns are skills that kindergartners through second graders should build toward developing a robust understanding of algebra.