Using this strategy, a teacher facilitates a short conversation during which students verbally explain and justify reasoning. We have found that a coordinated series of number talks supports students’ reasoning when comparing fractions.
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George J. Roy, Kristin E. Harbour, Christie Martin, and Matthew Cunningham
Blake E. Peterson, Shari L. Stockero, Keith R. Leatham, and Laura R. Van Zoest
Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions.
Jennifer Marshall
A series of tasks encourage students to reflect on the reasonableness of their number sense and use benchmarks to refine their estimations.
Aaron Brakoniecki, Julie M. Amador, and David M. Glassmeyer
Tasks and materials that allow for different approaches can help teachers incorporate student reasoning and can promote connections across different mathematical ideas.
Erell Germia and Nicole Panorkou
We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.
Patrick Sullivan
Is the “Last Banana” game fair? Engaging in this exploration provides students with the mathematical power to answer the question and the mathematical opportunity to explore important statistical ideas. Students engage in simulations to calculate experimental probabilities and confirm those results by examining theoretical probabilities
