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Showing 1 to 15 of 62 results Save | Export
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Livers, Stefanie D.; Harbour, Kristin E.; Fowler, Lindsey – Teaching Children Mathematics, 2019
In this article, Lindsey Fowler describes how an animal rhyme--that she shared with her fifth-grade students with the intention of assisting them with the concept of metric conversions--made fostering the Standards for Mathematical Practice (SMP) more difficult. The addition of animals, which added an extraneous element that students mistakenly…
Descriptors: Mathematics Instruction, Grade 5, Metric System, Mathematical Concepts
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Ryan, Laura E.; Dietiker, Leslie – Teaching Children Mathematics, 2018
One way to recognize how mathematical lessons can be stimulating for children is to interpret them as stories. If mathematical lessons follow a structure similar to that of a story, they can build anticipation, create surprise, and even generate intrigue (Egan 1988). To support the design of mathematical lessons with these types of aesthetic…
Descriptors: Mathematics Instruction, Teaching Methods, Aesthetics, Grade 5
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Barlow, Angela T.; Watson, Lucy A.; Tessema, Amdeberhan A.; Lischka, Alyson E.; Strayer, Jeremy F. – Teaching Children Mathematics, 2018
The inspection of mistakes can play a powerful role in an individual's learning process (Boaler 2015). The purpose of this article is to support the reader in selecting mistakes that can be leveraged to benefit the learning of all students. Specifically, the authors focus on "which" and "why": "which" mistakes to…
Descriptors: Mathematics Instruction, Teaching Methods, Error Correction, Learning Processes
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Adams, Anne E.; Ely, Rob; Yopp, David – Teaching Children Mathematics, 2017
The twenty-first century has seen an increased call to train students to craft mathematical arguments. The third of the Common Core's (CCSS) Standards for Mathematical Practice (SMP 3) (CCSSI 2010) calls for all mathematically proficient students to "construct viable arguments" to support the truth of their ideas and to "critique…
Descriptors: Mathematics Instruction, Persuasive Discourse, Teaching Methods, Common Core State Standards
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Boote, Stacy K. – Teaching Children Mathematics, 2016
Students' success with fourth-grade content standards builds on mathematical knowledge learned in third grade and creates a conceptual foundation for division standards in subsequent grades that focus on the division algorithm. The division standards in fourth and fifth grade are similar; but in fourth grade, division problem divisors are only one…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Grade 4, Grade 5
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Panorkou, Nicole; Maloney, Alan P. – Teaching Children Mathematics, 2016
In a classroom teaching experiment, we explored fifth graders' ability to identify relationships in and between two patterns--what we may refer to as functional relationships. Conventional functions curricula are dominated by defining relationships between two patterns via a rule, describing how to find y or f(x) given a particular value for x…
Descriptors: Mathematics Instruction, Teaching Methods, Grade 5, Elementary School Mathematics
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Battreal, Vanessa M.; Brewster, Vanessa; Dixon, Juli K. – Teaching Children Mathematics, 2016
After teaching the concept of division with remainders for many years, Vanessa Battreal, Vanessa Brewster, and Juli Dixon noticed that interpreting remainders in contextualized problems is particularly challenging for elementary school students. To effectively interpret remainders, students must attend to problem context and consider carefully…
Descriptors: Mathematics Instruction, Mathematical Concepts, Problem Solving, Word Problems (Mathematics)
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Covington, Savannah – Teaching Children Mathematics, 2016
Is anything more refreshing than going for a nice, long swim? The math scenarios presented in this article will take the reader back to hot summer days and remind the reader what a cool dip in the water feels like. Solving these problems is enjoyable and encourages the solver to think of the many ways that math is all around--even in the middle of…
Descriptors: Elementary School Mathematics, Mathematics Instruction, Lesson Plans, Mathematics Activities
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Bostiga, Shannon E.; Cantin, Michelle L.; Fontana, Cristina V.; Casa, Tutita M. – Teaching Children Mathematics, 2016
Communication is a critical skill for students to possess in preparation for college and their future careers. One way for students to communicate their ideas in all content areas is through writing. The English language arts portion of the Common Core State Standards (CCSSI 2010a) specifically states that students need to understand perspectives…
Descriptors: Mathematics Instruction, Communication Skills, Content Area Writing, Common Core State Standards
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Store, Jessie C.; Richardson, Kerri D.; Carter, Tyrette S. – Teaching Children Mathematics, 2016
Based on a study with six elementary school teachers and 115 students in grades 3, 4, and 5, this article discusses ways that teachers might support an understanding of variable as students explore pattern-finding activities. The practices emerged from interviews with teachers and a yearlong observation of teaching algebraic thinking during an…
Descriptors: Elementary School Mathematics, Elementary School Teachers, Mathematics Instruction, Interviews
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Banse, Holland W.; Palacios, Natalia A.; Merritt, Eileen G.; Rimm-Kaufman, Sara E. – Teaching Children Mathematics, 2016
Facilitating productive discussions in the mathematics classroom is a challenge for many teachers. Discourse--student communication of mathematical ideas with teachers and peers--provides a platform on which students share their understanding, clarify misperceptions, and evaluate ideas. If students are unable to access and participate in…
Descriptors: Mathematics Instruction, Scaffolding (Teaching Technique), English Language Learners, Teaching Methods
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Markworth, Kimberly A. – Teaching Children Mathematics, 2016
A "repeating pattern" is a cyclical repetition of an identifiable core. Children in the primary grades usually begin pattern work with fairly simple patterns, such as AB, ABC, or ABB patterns. The unique letters represent unique elements, whereas the sequence of letters represents the core that is repeated. Based on color, shape,…
Descriptors: Kindergarten, Grade 1, Grade 2, Mathematics Teachers
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Bolognese, Chris A. – Teaching Children Mathematics, 2016
Eliciting student thinking is paramount to effective mathematics teaching and learning. Although one can use many strategies and techniques to promote student thinking, technology is one resource that is often underutilized. Whether it is the informed use of calculators or an interactive website, technology can be leveraged to promote mathematical…
Descriptors: Mathematics Instruction, Geometry, Mathematical Logic, Educational Technology
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Kling, Gina; Bay-Williams, Jennifer M. – Teaching Children Mathematics, 2015
"That was the day I decided I was bad at math." Countless times, preservice and in-service teachers make statements such as this after sharing vivid memories of learning multiplication facts. Timed tests; public competitive games, such as Around the World; and visible displays of who has and has not mastered groups of facts still…
Descriptors: Mathematics Instruction, Teaching Methods, Multiplication, Mathematics Skills
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Groth, Randall E. – Teaching Children Mathematics, 2015
Some statisticians have pointed out that the field of statistics essentially exists to study the variability seen in everyday life. Because variability is so foundational, the "Guidelines for Assessment and Instruction in Statistics Education" (GAISE 2007), published by the American Statistical Association (ASA), recommend that teachers…
Descriptors: Statistics, Mathematics Instruction, Elementary School Mathematics, Common Core State Standards
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