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Joy A. Oslund and Sandra Crespo

Use these three activities as professional learning community tools to support powerful conversations.

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Lynne Haman

District and teachers' union personnel collaborated in creating a teaching and learning cooperative to maintain ongoing, high-quality professional staff development.

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Robbie L. Higdon and Amanda G. Sawyer

When implementing STEM activities, such as model rockets blasting off or paper airplanes flying across the room, the mathematical or scientific content can get lost as we focus on the “wow factor.” However, meaningful learning experiences can be implemented anytime by employing the components of the 4E×2 instructional model. In essence, the model promotes students exploring their ideas before constructing an explanation for their concept, allowing the development of deeper understanding and connections with multiple conceptions.

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Megan H. Wickstrom and Lindsay M. Jurczak

Examine teaching strategies, students' conceptions and visualizations of length units, and conservation of length as first graders explore the meaning of an inch in the context of a garden inchworm.

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Paula Denton

Using Cuisenaire Rods, metric measurement, and mapping, students worked collaboratively to calculate, keep records, build, and problem solve with use of decimal fractions as a key element.

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Mi Yeon Lee and Dionne Cross Francis

Activities generated from a children's book can support youngsters in developing conceptions of measurement.

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H. Bahadir Yanik and Yasin Memis

The number of people who are obese or overweight has dramatically increased throughout the world in recent years. This article presents an activity in which fifth- and sixth-grade students analyzed body mass index (BMI) and planned a diet accordingly; an interactive simulation supported the creation of a healthy eating regimen. iSTEM (Integrating Science, Technology, and Engineering in Mathematics) authors share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.

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Deanna Pecaski McLennan

The outdoors offers children a rich space for learning and inspires authentic mathematical opportunities.

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Karen D. Owen, Lynn J. Kaiser, Sarah B. Bush, and Kristin L. Cook

In this article, the authors share how a class of fifth-grade students from an urban elementary school channeled their creativity and critical thinking in an engaging STEAM investigation. 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.

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Laura Bofferding and Melike Yigit

This month's problem examines the standing long jump, an Olympic event until 1912. Students will jump as far as they can from a standing position and measure the distance by using different units, such as cubes, feet, and inches. A good problem can capture students' curiosity and can serve many functions in the elementary school classroom: to introduce specific concepts the teacher can build on after students recognize the need for additional mathematics or to help students see where to apply already-learned concepts. We encourage teachers to use the monthly problem and suggested instructional notes in their classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.