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Victoria R. Jacobs, Susan B. Empson, Joan M. Case, Amy Dunning, Naomi A. Jessup, Gladys Krause, and D’Anna Pynes

The authors introduce an activity involving “follow-up equations” to connect with ideas children have already expressed during fraction problem solving.

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Sandra Vorensky

Design projects to encourage your students’ self-efficacy and motivate mathematics learning by helping them apply their prior knowledge from real-world experiences.

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Jenna R. O’Dell, Cynthia W. Langrall, and Amanda L. Cullen

An unsolved problem gets elementary and middle school students thinking and doing mathematics like mathematicians.

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Katherine Baker, Scott A. Morrison, and Alyssa Herrmann

This article features a third-grade multiplication exploration that integrates materials from nature and outside spaces. Teaching and learning mathematics with and in nature foster connections—mathematical, interpersonal, and with the natural world.

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Min Wang, Candace Walkington, and Koshi Dhingra

An example of an after-school club activity gives educators some tools and suggestions to implement such an approach in their schools.

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Tiara Hicks and Jonathan D. Bostic

We describe a formative assessment approach called whole-class think alouds, which foster evidence-based instructional practices and promote the goal of assessment to promote learning. They allow students to collaborate and orally communicate their problem solving.

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Manouchehri Azita, Ozturk Ayse, and Sanjari Azin

In this article we illustrate how one teacher used PhET cannonball simulation as an instructional tool to improve students' algebraic reasoning in a fifth grade classroom. Three instructional phases effective to implementation of simulation included: Free play, Structured inquiry and, Synthesizing ideas.

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Sandra M. Linder and Amanda Bennett

This article presents examples of how early childhood educators (prek-2nd grade) might use their daily read alouds as a vehicle for increasing mathematical talk and mathematical connections for their students.

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Zachary A. Stepp

“It's a YouTube World” (Schaffhauser, 2017), and educators are using digital tools to enhance student learning now more than ever before. The research question scholars need to explore is “what makes an effective instructional video?”.

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Angela T. Barlow, Alyson E. Lischka, James C. Willingham, and Kristin S. Hartland

A well-crafted opening problem can provide preassessment of students' fraction knowledge and assist teachers in determining next steps for instruction.