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Zachary Champagne

Providing students the autonomy and choice to learn when productive struggle becomes unproductive is a core teaching belief in the author’s classroom. This article tells the story of one student’s ability to know and express when his frustration was too great and how he chose to walk away from his work and return the next day.

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Susie Katt, Zachary Champagne, and Cathery Yeh

Welcome to the 2018 Teaching Children Mathematics (TCM) Focus Issue. Engaging students in meaningful mathematical discourse has long been identified as an essential component of students' mathematics learning. Principles to Actions: Ensuring Mathematical Success for All calls for teaching practices that—

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Ian Whitacre, Robert C. Schoen, Zachary Champagne, and Andrea Goddard

Instructional activities designed to encourage relational thinking in primary-grades classrooms can give students advantages when they reason about subtraction.

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Zachary M. Champagne, Robert Schoen, and Claire M. Riddell

Early elementary school students are expected to solve twelve distinct types of word problems. A math researcher and two teachers pose a structure for thinking about one problem type that has not been studied as closely as the other eleven.