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Bray, Wendy S. – Teaching Children Mathematics, 2013
Telling children that they can learn from their mistakes is common practice. Yet research indicates that many teachers in the United States limit public attention to errors during mathematics lessons (Bray 2011; Santagata 2005). Some believe that drawing attention to errors publicly may embarrass error makers or may be confusing to struggling…
Descriptors: Learner Engagement, Mathematics Instruction, Children, Mathematics Education
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Cain, Chris R.; Faulkner, Valerie N. – Teaching Children Mathematics, 2011
The widely adopted Common Core State Standards for Mathematics (CCSSM) are designed to deepen instruction of number sense and will demand that elementary school teachers have a strong understanding of number. These changes arrive at a time when it is still understood that teachers and the curriculum in the United States have not been fundamentally…
Descriptors: Orthographic Symbols, State Standards, Number Concepts, Elementary School Teachers
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Son, Ji-Won – Teaching Children Mathematics, 2011
The topic of fractions is an important concept in elementary school mathematics. The study of fractions not only enables students to perform computations but also provides a foundation for later work with rates, percents, slope, and other topics in secondary school mathematics. However, research has long reported that many students and even adults…
Descriptors: Mathematics Curriculum, Teaching Methods, Elementary School Mathematics, Mathematics Achievement
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Lo, Jane-Jane; McCrory, Raven – Teaching Children Mathematics, 2010
Although increasing emphasis is being placed on mathematical justification in elementary school classrooms, many teachers find it challenging to engage their students in such activities. In part, this may be because the teachers themselves have not had an opportunity to learn what it means to justify solutions or prove elementary school concepts…
Descriptors: Elementary School Students, Methods Courses, Teacher Education Curriculum, Number Systems
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Linder, Sandra M. – Teaching Children Mathematics, 2010
Many models of planning and lesson construction in the United States advocate an objective-driven approach whereby teachers create performance-based goals that their students should accomplish by the end of the lesson. Teachers then evaluate lessons by determining if students have accomplished these objectives. Often, this model of planning…
Descriptors: Student Needs, Formative Evaluation, Foreign Countries, Mathematics Teachers
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Orman, Sheryl R.; Schneider, Debra J. – Teaching Children Mathematics, 1996
Presents an interdisciplinary unit that integrates mathematics, social studies, and technology to collect and analyze data about the fifty states. (MKR)
Descriptors: Data Analysis, Interdisciplinary Approach, Intermediate Grades, Learning Activities