In our attempts to make a concept easier, we may hinder student learning.
Stefanie D. Livers, Kristin E. Harbour, and Lindsey Fowler
Sarah A. Roller, Elizabeth P. Cunningham, and Katherine Ariemma Marin
Use photographs as a formative assessment tool.
Megan H. Wickstrom, Elizabeth Fulton, and Dacia Lackey
Use those multicolored linking bricks to help students connect measurement with an understanding of number and operations as well as fractions.
Caroline B. Ebby, Elizabeth T. Hulbert, and Nicole Fletcher
Dig deeper into classroom artifacts using research-based learning progressions to enhance your analysis and response to student work, even when most students solve a problem correctly.
Brandy Crowley and Tracy Harper
What is the most exciting day of the school year? Field trip day! Organizing a smooth field trip requires mathematical thinking. After solving these problems, have students create math questions about their own field-trip experiences.
Ryan Higgins and John Byrd
Redesign well-known playground games, such as hopscotch, to connect physical movement with mathematics play. Postscript items are designed as rich grab-and-go resources that any teacher can quickly incorporate into his or her classroom repertoire with little effort and maximum impact.
Michelle Stephan and Jennifer Smith
To incorporate more classroom discussion, allow students to argue.
Melinda (Mindy) S. Eichhorn, Peter J. DiMauro, Courtney Lacson, and Barbara Dennie
Teachers can use Universal Design for Learning (UDL) in their math classroom to anticipate potential barriers, know which tools will engage students, and provide safe spaces for learning.
Haiwen Chu and Leslie Hamburger
Five types of engaging peer-interaction structures can support English learners as they make sense of mathematics and explore important mathematical relationships.
Cathy M. Chaput and Beth Smith
Introducing a problem to children is always exciting when your goal is to challenge them in more than one way. The Base-Ten Block Challenge, published in TCM's January/February 2018 issue, has two layers to the activity. Conceptually, it has the challenge of using familiar materials more flexibly. In addition, this problem incorporates the strategy of Complex Instruction (CI), which aims to make group participation more equitable for all members through using random grouping and tasks with multiple entry points as well as ensuring that all students are accountable for understanding (Featherstone et al. 2011). A grade 2 class in Guelph, Ontario, Canada, took on this challenge, facilitated by a program coordinator in collaboration with their classroom teacher, Mrs. Beth Smith.