Use this activity to support students in working together, recognizing one another’s contributions, and leveraging their mathematical strengths to solve challenging problems.
Browse
Page:12
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.
Theresa J. MacVicar, Amy R. Brodesky, and Emily R. Fagan
A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. We present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them.
Jamie Vescio
This article examines action research findings within a fourth-grade mathematics classroom. The researcher explores the effects of positive communication to family members on the engagement of learners receiving Tier 2 behavioral support, as well as potential considerations for building young learners’ mathematical identities.
Cory A. Bennett and Mick J. Morgan
Chalk Talks, a silent discussion protocol, can be used to begin developing cocreated norms. The insights gained shaped the support provided by both the teacher and students throughout the year.
Johannah Nikula and Courtney L. Nelson
Careful attention to lesson design and implementation can make the opportunities to learn, which are described in the Common Core, viable for all students—including English language learners.
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.
Catherine Tabor
A programming activity helps students give meaning to the abstract concept of slope.
Sabrina R. Goldberg
Introduce mixed-ability classes to a project exploring famous mathematicians and scientists and ignite students' math interest.
Clayton M. Edwards
This guide to an individually paced classroom, containing suggested technology resource ideas, is meant to help students of differing ability levels succeed.
Page:12
