Readers share information on hot topics and current issues in the early childhood and elementary school mathematics education community. The journal community contributes perspectives on previously published TCM articles and editorials, and authors and other readers respond.
Tutita M. Casa
Tutita M. Casa
This instructional tool helps students engage in discussions that foster student reasoning, then settle on correct mathematics.
Madelyn M. Williams and Tutita M. Casa
When first graders seemed to understand symmetry, their teacher gained insight into their individual conceptualizations and the unique sources from which they drew perspectives.
Janine M. Firmender, Tutita M. Casa, and Madelynn W. Colonnese
Promote students' reasoning with different types of and purposes for mathematical writing.
Kathryn O’Connor, Emma Dearborne, and Tutita M. Casa
A version of math workshop centrally positions students to inquire mathematically.
M. Katherine Gavin, Tutita M. Casa, Jill L. Adelson, and Janine M. Firmender
The primary goal of Project M2 was to develop and field–test challenging geometry and measurement units for all K—2 students. This article reports on the achievement results for students in Grade 2 at 12 urban and suburban sites in 4 states using the Iowa Tests of Basic Skills (ITBS) mathematics concepts subtest and an open–response assessment. Hierarchical linear modeling indicated no significant differences between the experimental (n = 193) and comparison group (n = 192) on the ITBS (84% of items focused on number); thus, mathematics concepts were not negatively impacted by this 12–week study of geometry and measurement. Statistically significant differences (p < .001) with a large effect size (d = 0.89) favored the experimental group on the open–response assessment. Thus, the experimental group exhibited a deeper understanding of geometry and measurement concepts as measured by the open–response assessment while still performing as well on a traditional measure covering all mathematics content.
Tutita M. Casa, Ann Marie Spinelli, and M. Katherine Gavin
How teachers guided their students in their conceptual understanding of area as a measure of covering. Classroom teachers will learn how students derived various strategies to estimate the area of irregular shapes, they wrote about these strategies, and the teachers utilized their writing and gave feedback to help guide instruction.
Jennifer L. Pallanck, Gabriel O. Castro, Madelyn W. Colonnese,, and Tutita M. Casa
Two teachers have students imitate verbal discussions to compose and revise their writing.
Shannon E. Bostiga, Michelle L. Cantin, Cristina V. Fontana, and Tutita M. Casa
Use debate journals as an innovative way to encourage your students to construct mathematical arguments as well as examine and critique others' mathematical thinking.