Postscript items are designed as rich grab-and-go resources that any teacher can quickly incorporate into his or her classroom repertoire with little effort and maximum impact. Screencasts allow students to share their thinking and strategies and help teachers notice how a child solved a problem, beyond just examining the student's finished work. The authors share novel ways to use screencasting in mathematics classrooms.
Melissa Soto and Bethany Schwappach
Melissa M. Soto and Jace Hargis
This article describes how Twitter can be used to engage students in mathematics both in and out of the classroom. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.
Alison Sternal, Lisa Milligan, and Melissa M. Soto
Students often rely on keywords in word problems without understanding the task. In this article, sample comparison problems are presented to encourage students to focus on understanding context rather than keywords. Postscript items are designed as rich grab-and-go resources that any teacher can quickly incorporate into his or her classroom repertoire with little effort and maximum impact.
Lara K. Dick, Mollie H. Appelgate, Dittika Gupta, and Melissa M. Soto
A group of mathematics teacher educators (MTEs) began a lesson study to develop a research-based lesson to engage elementary preservice teachers with professional teacher noticing within the context of multidigit multiplication. Afterward, MTEs continued teaching and revising the lesson, developing an integrated process that combined lesson study with the continuous improvement model. This article introduces the continuous improvement lesson study process, shares an example of how the process was used, and discusses how the process serves as a collaborative professional development model for MTEs across institutions.