An operational understanding of the equal sign can hinder learning its relational meaning.
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Rochelle Goldberg Kaplan and Sandra Alon
Professional development equips practitioners with skills to enhance student learning.
Dan Battey, Rebecca A. Neal, and Jessica Hunsdon
How we handle classroom relationships between teachers and students plays an important role in how all students experience mathematics.
Sarah A. Roller, Elizabeth P. Cunningham, and Katherine Ariemma Marin
Use photographs as a formative assessment tool.
Aisling Leavy, Mairéad Hourigan, and Áine McMahon
One of the first math symbols introduced=the equals sign=underpins much of the algebraic reasoning a child will use in later years.
Melinda (Mindy) S. Eichhorn, Peter J. DiMauro, Courtney Lacson, and Barbara Dennie
Teachers can use Universal Design for Learning (UDL) in their math classroom to anticipate potential barriers, know which tools will engage students, and provide safe spaces for learning.
Haiwen Chu and Leslie Hamburger
Five types of engaging peer-interaction structures can support English learners as they make sense of mathematics and explore important mathematical relationships.
Stefanie D. Livers, Kristin E. Harbour, and Lindsey Fowler
In our attempts to make a concept easier, we may hinder student learning.
Wendy S. Bray and Luz A. Maldonado
Talking about a structured series or string of basic fact problems is a strategy that presents collaborative opportunities for students to explore relationships among related reasoning strategies.
Molly Fefolt and Terri L. Kurz
Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6. In this issue, students explore mathematical challenges within the context of the Greek gods. Activities are provided for elementary school children to support their exploration of mathematics in everyday situations.
