Teachers can benefit from productive and manageable suggestions to align instruction to the intention of the Common Core's Standards for Mathematical Practice.
Stephanie A. Casey and Jonathan D. Bostic
Implementing the practice of looking for and making use of structure differs when addressing statistics content standards compared with mathematics content standards. Read about suggestions for tuning out noise in data to teach SMP 7 in statistics.
Margaret Rathouz, Nesrin Cengiz, Angela Krebs, and Rheta N. Rubenstein
Tasks that have been developed to build a foundation for ratio meanings and language not only provide valuable information about student thinking but also support proportional reasoning.
Katherine E. Lewis
Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study, the author adopts an alternative approach using a response-to-intervention MLD classification model to identify the resources students draw on rather than the skills they lack. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed.
Steve Leinwand, DeAnn Huinker, and Daniel Brahier
This article provides an introduction to the six guiding principles for school mathematics and eight core mathematics teaching practices that appear in the new NCTM document, Principles to Actions: Ensuring Mathematical Success for All.
Laurie O. Cavey and Margaret T. Kinzel
An instructional sequence used in a course for prospective teachers directly relates to Common Core State Standards for grades 3–6.
Juli K. Dixon and Jennifer M. Tobias
Anticipate and address errors that arise when fractions are placed in context and illustrated with models.
Jane-Jane Lo and Yi-Yin Ko
Develop mathematical knowledge by analyzing common student errors and discussing arithmetic, algebraic, and pictorial reasoning.
Esther M. H. Billings, David C. Coffey, John Golden, and Pamela J. Wells
A professional development workshop supports teachers' understanding of the Standards for Mathematical Practice and helps them transfer this knowledge to the middle school classroom.
Barbara Zorin, Patricia D. Hunsader, and Denisse R. Thompson
Learn how to modify classroom evaluation items to avoid potential difficulties that limit a teacher's insight into students' mathematical understanding.