Post Script items are designed as rich “grab and go” resources that any teacher can quickly incorporate into their classroom repertoire with little effort and maximum impact. This article shares ideas for using a clothesline number line to build understanding of number relationships across the elementary grades.
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Jennifer Orr and Jennifer Suh
Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K—grade 6 classrooms. One way to keep young students engaged and interested in practicing counting is to involve them in using cameras. This article explains how first graders capture 100 images, use Windows MovieMaker or PhotoStory to turn the still images into a video, and then narrate a story using precise math vocabulary to explain their mathematical thinking.
Jennifer M. Suh
The “Investigations” department features children's hands-on and minds-on explorations in mathematics and presents teachers with open-ended investigations to enhance mathematics instruction. These tasks invoke problem solving and reasoning, require communication skills, and connect various mathematical concepts and principles. The ideas presented here have been tested in classroom settings.
Jennifer M. Suh
The five important strands in building mathematical proficiency for all students are: (1) Conceptual Understanding, (2) Procedural Understanding (3) Strategic Competence, (4) Adaptive Reasoning, and (5) Productive Disposition. (National Research Council, 2001). The article also includes suggested classroom activities and student work to enhance teaching and learning with the five strands.
Jennifer Suh and Kerri Fulginiti
The following series of learning activities are from an afterschool math club called Go Go Gizmos that focuses on modeling mathematics with the use of technologies. This account describes how a classroom teacher and a math educator taught and assessed students' understanding of the rate of change using a variety of technologies. In particular, we chose data collection probeware called Go!Motion, which is a stand-alone motion-data-collection device from Vernier that sends data to the computer for analysis and simulation applets from http://explorelearning.com. The Go!Motion device can be connected to a computer and displays an interactive real-time spreadsheet with graphing capabilities. The objectives in the unit were for students to investigate physical representations of slope as a rate of change in mathematics and as velocity in science and the y-intercept as the initial condition, or starting position. In these investigations, students and teachers become partners in developing mathematical ideas and solving math problems (NCTM 2000).
Jennifer Suh and Padmanabhan Seshaiyer
Foundational in understanding place value and our decimal number system, this concept is explored through a practiced-based activity designed to develop teachers' technology knowledge for teaching mathematics. The activity focuses on number sense using online applets and various related models and representations.
Jennifer M. Suh
When teachers know how to effectively use the unique features of computer applications, they can address the varying cognitive strengths and needs of different students.
Jennifer Suh and Padmanabhan Seshaiyer
Skills that students will need in the twenty-first century, such as financial literacy, are explored in this classroom-centered research article.
Padmanabhan Seshaiyer, Jennifer M. Suh, and Patricia Freeman
Using technology was not the learning goal in solving this classic benchmark problem, but a way to amplify important mathematics and solidify number characteristic.
Christopher Scaptura, Jennifer Suh, and Greg Mahaffey
A way to introduce fraction, decimal, and percent equivalents by linking student-created Op Art with examples of twentieth-century abstract painting. Article discusses differentiating instruction according to student ability level. Includes examples of student work and worksheets.
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