Skip counting around the room (SCATR) is a strategy that promotes numerical fluency and attention to number relationships. Variations of SCATR for students in K'grade 6 are shared.
Andrew M. Tyminski
Reagan Bachour, Sarah Braun, and Andrew M. Tyminski
Each month, this section of the problem solvers department showcases students' in-depth thinking and discusses classroom results of using problems from previous issues of Teaching Children Mathematics. In these solutions to the November 2015 problem, readers have a window into early elementary students' problem solving and understanding of measurement. Third graders were presented with tasks using maps of two lakes and various manipulatives to determine the bigger lake. Students discovered and were able to articulate that identifying the bigger lake depends on the attributes, area, and perimeter explored and that different attributes could result in different solutions.
Pamela J. Dunston and Andrew M. Tyminski
Techniques for teaching mathematics terminology allow adolescents to expand their abstract reasoning ability and move beyond operations into problem solving.
Andrew M. Tyminski and James K. Dogbey
Division of fractions, a troublesome area for students, is looked at anew using a common denominator algorithm.
Edited by Wendy Bray, Lisa Englard, and Andrew Tyminski
This department publishes brief news articles, announcements and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education.
Andrew M. Tyminski, Sue Ellen Richardson, and Elizabeth Winarski
Brendon's words hung in the air. The classroom seemed alive with energy. A murmur went around the room as each student mathematician considered what their colleague had shared and thought aloud about the method he had presented.
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.
Andrew M. Tyminski, Monica Weilbacher, Nicole Lenburg, and Cindy Brown
Measurement is one of five Content Standards promoted by the National Council of Teachers of Mathematics as crucial facets of students' mathematical knowledge (NCTM 2000). Skills and reasoning that develop in association with measurement are applicable in everyday life as well as in many career choices. A significant topic within elementary school curricula, measurement is addressed through the use of investigative activities. Unfortunately, students traditionally struggle with measurement tasks, which points to limited understandings of concepts involved in such tasks (Kamii 2006; Thompson and Preston 2004). Therefore, examining the manner in which measurement is approached within the early elementary classroom is a germane pursuit.