Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K–grade 6 classrooms. This article describes how students can use available technology to communicate and share their thinking in popular media formats.
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James Brickwedde
Development of this multiplicative process involves unitizing within and across place.
Justin T. Burris
Compare how third graders think mathematically when using virtual versus concrete base-ten blocks to learn place-value concepts.
Emily Dause
Showcase students' in-depth thinking and work on problems previously published in Teaching Children Mathematics.
Emily Dause
Each month, a new problem, along with suggested instructional notes, is made available to elementary school teachers, who use the problem in their classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience. The February problem, about the January 2013 presidential inaugural speech, includes a two-page student activity sheet.
Each month, elementary school teachers are given a problem along with suggested instructional notes. Teachers are asked to use the problem in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience. This month, students are asked to count and organize a large collection of candies to promote an understanding of place value in our base-ten number system.
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.
Temple A. Walkowiak
This is the second in a series of articles about the progression documents. The first one, on fractions, appeared in the November 2014 issue of Teaching Children Mathematics.
Stacy K. Boote
Fourth graders use groupable base-ten manipulatives to learn division.
Pamela Edwards Johnson, Melissa Campet, Kelsey Gaber, and Emma Zuidema
Three preservice teachers used virtual manipulatives during clinical interviews with students of elementary school age. The technology exposed students' problem-solving strategies and mathematical understanding, promoting just-in-time teaching about the target content. The process of completing and reflecting on the interviews contributed to growth of the preservice teachers' technological pedagogical content knowledge.
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