Search Results

You are looking at 1 - 9 of 9 items for

  • Author or Editor: Alyson E. Lischka x
  • Refine by Access: All content x
Clear All Modify Search
Restricted access

Alyson E. Lischka and D. Christopher Stephens

The area model for multiplication can be used as a tool to help learners make connections between mathematical concepts that are included in mathematics curriculum across grade levels. We present ways the area model might be used in teaching about various concepts and explain how those ideas are connected.

Restricted access

Alyson E. Lischka, Kyle M. Prince, and Samuel D. Reed

Encouraging students to persevere in problem solving can be accomplished using extended tasks where students solve a problem over an extended time. This article presents a structure for use of extended tasks and examples of student thinking that can emerge through such tasks. Considerations for implementation are provided.

Restricted access

Alyson E. Lischka, Natasha E. Gerstenschlager, D. Christopher Stephens, Jeremy F. Strayer, and Angela T. Barlow

Select errors to discuss in class, and try these three alternative lesson ideas to leverage them and move students toward deeper understanding.

Restricted access

Angela T. Barlow, Lucy A. Watson, Amdeberhan A. Tessema, Alyson E. Lischka, and Jeremy F. Strayer

Carefully select and leverage student errors for whole-class discussions to benefit the learning of all.

Restricted access

Angela T. Barlow, Matthew Duncan, Alyson E. Lischka, Kristin S. Hartland, and J. Christopher Willingham

Examine these three strategies, which offer scaffolds for enhancing students' understanding and lead toward more meaningful investigations.

Restricted access

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.

Restricted access

James C. Willingham, Jeremy F. Strayer, Angela T. Barlow, and Alyson E. Lischka

During a lesson on ratios involving percentages of paint, four research-based criteria are used to evaluate students' mistakes. The takeaway is that painting all mistakes with the same brush can also be a blunder.

Restricted access

Angela T. Barlow, Natasha E. Gerstenschlager, Jeremy F. Strayer, Alyson E. Lischka, D. Christopher Stephens, Kristin S. Hartland, and J. Christopher Willingham

Examining two lessons using the same problem illuminates a way that scaffolding can support access to productive struggle.

Restricted access

Huinker DeAnn

Revisit this collection of articles through the lens of Mathematics Teaching Practice 6: Build procedural fluency from conceptual understanding and Practice 7: Support productive struggle in learning mathematics.