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Skinner, Abbe; Louie, Nicole; Baldinger, Evra M. – Teaching Children Mathematics, 2019

One of the most important jobs mathematics teachers have is supporting students and helping them to develop confidence in their own capabilities as mathematical thinkers. Children who do not believe in themselves are unlikely to share their ideas, persevere through challenges, or take risks that lead to new insights. Yet many students have no…

Descriptors: Mathematics Instruction, Mathematics Skills, Mathematics Teachers, Teacher Student Relationship

Karp, Karen S.; Bush, Sarah B.; Dougherty, Barbara J. – Teaching Children Mathematics, 2019

Word problems are an essential component of providing a context for computation but are also recognized as an enduring struggle for students. Students are challenged to solve these story-based problems, often resorting to trial and error. This article presents meaningful alternative approaches to helping students make sense of word problems.

Descriptors: Mathematics Instruction, Teaching Methods, Word Problems (Mathematics), Problem Solving

Tamargo, Vi; Johnston, Tod – Teaching Children Mathematics, 2019

The right types of technology can create new opportunities for students to demonstrate mathematical understandings and can strengthen existing formative assessment practices. The authors write that they frequently use the Math Learning Center apps--covering the range of manipulatives and models--to empower students to explain their thinking. The…

Descriptors: Computer Oriented Programs, Mathematics Instruction, Grade 2, Elementary School Students

Martínez, José Manuel; Ramírez, Laura – Teaching Children Mathematics, 2018

When the focus of instruction is on learning to use mathematical tools--such as a ruler or a calculator--as a procedure, students tend not to incorporate their own mathematical reasoning. This unreflective use of tools hinders students' questioning of the reasonableness of their answers. This article describes how children expressed their…

Descriptors: Geometric Concepts, Geometry, Mathematics Instruction, Measurement Equipment

Battery, Dan; Neal, Rebecca A.; Hunsdon, Jessica – Teaching Children Mathematics, 2018

Framing mathematics ability as innate or intimately connected to someone's intelligence is common. Have you ever heard a parent or colleague say something akin to, "Jonathan can really write, but I don't know what happened in math!"? Unfortunately, this framing not only narrowly describes how mathematics learning occurs but also raises…

Descriptors: Mathematics Instruction, Teaching Methods, Teacher Student Relationship, Caring

Hunt, Jessica H.; MacDonald, Beth; Lambert, Rachel; Sugita, Trisha; Silva, Juanita – Teaching Children Mathematics, 2018

Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.

Descriptors: Mathematics Instruction, Teaching Methods, Access to Education, Individualized Instruction

Brickwedde, James – Teaching Children Mathematics, 2018

This article examines the importance of developing the notion of place value as a rate of ten. In exploring how to nurture this concept, the author looks at the role of the language of value, the problem types of multistep multiplication and addition along with measurement division, each with ten as an organizing unit, as well as strategically…

Descriptors: Mathematics Instruction, Mathematical Concepts, Concept Formation, Multiplication

Peña, Jesica; Cortina, José Luis; Višnovská, Jana – Teaching Children Mathematics, 2018

This article describes how a teacher in Mexico City worked with two researchers on an instructional design project to help kindergartners become proficient in participating in whole-class mathematical conversations.

Descriptors: Foreign Countries, Kindergarten, Preschool Teachers, Mathematics Instruction

Whitacre, Ian; Schoen, Robert C.; Champagne, Zachary; Goddard, Andrea – Teaching Children Mathematics, 2017

Data (Schoen et al. 2016) suggests that because many students' understanding of subtraction is limited by thinking about the operation only as take-away or by using a default procedure, such as the standard subtraction algorithm in the United States, second graders are much more likely to solve 100 minus 3 correctly than 201 minus 199. This…

Descriptors: Mathematics Instruction, Mathematical Concepts, Subtraction, Concept Formation

Bahr, Damon L.; Bahr, Kim – Teaching Children Mathematics, 2017

Many teachers try to engage their students in meaningful mathematical discussions in which one or more students share their thinking about a problem while the other students are expected to listen and learn from the sharing. Indeed, such discussions can help students learn from one another and promote high levels of mathematical proficiency.…

Descriptors: Mathematics Instruction, Discussion (Teaching Technique), Mathematics Teachers, Learner Engagement

Bray, Wendy S.; Blais, Tanya Vik – Teaching Children Mathematics, 2017

When asked to determine the number of tens in twenty-five, most second graders who have had instruction on place value can quickly provide the correct answer of two. However, when asked to show how the numeral 2 is represented in a set of twenty-five objects, many children struggle to draw a connection between the digit 2 and twenty objects in the…

Descriptors: Mathematics Instruction, Elementary School Mathematics, Grade 2, Mathematical Concepts

Lambert, Rachel; Imm, Kara; Williams, Dina A. – Teaching Children Mathematics, 2017

In this article, the authors illustrate how the practice of number strings--used regularly in a classroom community--can simultaneously support computational fluency and building conceptual understanding. Specifically, the authors will demonstrate how a lesson about multi-digit addition (CCSSM 2NBT.B.5) can simultaneously serve as an invitation to…

Descriptors: Mathematics Instruction, Teaching Methods, Computation, Addition

Pace, Michelle H.; Ortiz, Enrique – Teaching Children Mathematics, 2016

When a second-grade class struggled to make sense of the algorithms for multidigit addition and subtraction, attitude and morale were down, and student discourse was at an all-time low. When daily mathematics class started, the teacher was hearing an overall class moan. The instructed needed to turn it around, to find a way to help excite and…

Descriptors: Mathematics Instruction, Grade 2, Elementary School Mathematics, Teaching Methods

Brendefur, Jonathan L.; Strother, Sam; Rich, Kelli; Appleton, Sarah – Teaching Children Mathematics, 2016

Teachers use the word assessment to describe any method of gathering information about student learning. Whether it be formative assessment (intended to guide instructional decisions) or summative assessment (a reflection on the entirety of student learning from prior instruction), teachers are constantly working to identify what their students…

Descriptors: Mathematics Education, Mathematics Instruction, Mathematics Achievement, Mathematics Tests

Switzer, J. Matt – Teaching Children Mathematics, 2016

National Council of Teachers of Mathematics' (NCTM's) "Principles to Actions: Ensuring Mathematical Success for All" outlines eight teaching practices for effective teaching and learning of mathematics (NCTM 2014). One of the teaching practices, "elicit and use evidence of student thinking," states, "Effective teaching of…

Descriptors: Mathematics Instruction, Teaching Methods, Thinking Skills, Mathematical Logic