Browse

You are looking at 1 - 10 of 27 items for :

  • Conceptual Development x
  • Algebraic Thinking x
  • Refine by Access: All content x
Clear All
Restricted access

Nicole Panorkou and Alan P. Maloney

Develop fifth-grade students' early expression of pattern relationships through instructional tasks.

Restricted access

Jennifer R. Brown

Set sail to explore powerful ways to use anchor charts in mathematics teaching and learning.

Restricted access

Shiv Karunakaran, Ben Freeburn, Nursen Konuk, and Fran Arbaugh

Preservice mathematics teachers are entrusted with developing their future students' interest in and ability to do mathematics effectively. Various policy documents place an importance on being able to reason about and prove mathematical claims. However, it is not enough for these preservice teachers, and their future students, to have a narrow focus on only one type of proof (demonstration proof), as opposed to other forms of proof, such as generic example proofs or pictorial proofs. This article examines the effectiveness of a course on reasoning and proving on preservice teachers' awareness of and abilities to recognize and construct generic example proofs. The findings support assertions that such a course can and does change preservice teachers' capability with generic example proofs.

Restricted access

Taajah Felder Witherspoon

Observe fourth graders' thinking in action as they connect the multiplication of whole numbers to arrays.

Restricted access

Amy Noelle Parks and Diana Chang Blom

Capitalize on opportunities for mathematical concepts to emerge in common preschool contexts, such as doll corners and block centers.

Restricted access

Aisling Leavy, Mairéad Hourigan, and Áine McMahon

One of the first math symbols introduced=the equals sign=underpins much of the algebraic reasoning a child will use in later years.

Restricted access

Elaine Cerrato Fisher, George Roy, and Charles (Andy) Reeves

Be inspired by a formerly timid third grader who now confidently conveys a new understanding of numbers, patterns, and their relationships as functions.

Restricted access

Andrew Tyminski, Corey Drake, and Tonia Land

Despite the prevalence of mathematics curriculum materials in elementary classrooms, most current mathematics methods texts provide little or no support for preservice teachers (PSTs) learning to use curriculum materials. To meet this need, we have designed and studied several modules intended to provide PSTs with opportunities to learn about and from the use of curriculum materials. This article describes our research related to 1 of these modules–Addition Starter Sentences. Our results examine the nature of PSTs' developing content knowledge and pedagogical content knowledge, evidenced through their interactions with and reflections on Standards-based curriculum materials. We conclude with implications for mathematics teacher education research and practice.

Restricted access

Jennifer M. Tobias and Janet B. Andreasen

Using the context of restaurants and ratios to find equivalent fractions can push students' strategies forward.

Restricted access

Lynn M. McGarvey

A child's decision-making photo activity about pattern identification presents implications for teaching and learning patterns in the early years.