Browse

You are looking at 1 - 10 of 210 items for :

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

Chepina Rumsey, Jody Guarino, and Michelle Sperling

We describe how mathematical argumentation supports curiosity and exploration by sharing a first-grade lesson in which students explored decomposition with subtraction. We also reflect on the conditions that supported the inclusion of mathematical argumentation.

Restricted access

Carrie Plank and Sarah Roller Dyess

Use these three strategies to support student perseverance and discourse about context.

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

Amanda T. Sugimoto and Heidi Meister

The authors draw on collaboration with a group of teachers to describe how three-act tasks could be (re)designed and implemented for online synchronous and asynchronous learning, identifying technological factors that teachers might consider.

Restricted access

Larry Buschman and Introduction by: Beth Kobett

From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.

Restricted access

Gina Kling and Jennifer M. Bay-Williams

Basic fact fluency has always been of interest to elementary school teachers and is particularly relevant because a wide variety of supplementary materials of varying quality exist for this topic. This article unpacks eight common unproductive practices with basic facts instruction and assessment.

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

Zachary Champagne

Providing students the autonomy and choice to learn when productive struggle becomes unproductive is a core teaching belief in the author’s classroom. This article tells the story of one student’s ability to know and express when his frustration was too great and how he chose to walk away from his work and return the next day.