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Wickstrom, Megan H.; Aytes, Tracy – Teaching Children Mathematics, 2018

Mathematical modeling is an important and accessible process for elementary school students because it allows them to use mathematics to engage with the world and consider if and when to use it to help them reason about a situation. It fosters productive struggle and twenty-first-century skills that will aid them throughout their lifetime.

Descriptors: Elementary School Mathematics, Mathematical Models, Computation, Relevance (Education)

Thomas, Jonathan N. – Teaching Children Mathematics, 2018

Gesture is a powerful and frequent means of mathematical communication. It is a rich modality through which we may reach out to students and they may reach out to teachers, and this is particularly true for instances in which spoken language is not necessarily a commonality among classroom participants. Indeed, our movements help us share more…

Descriptors: Mathematics Instruction, Mathematics Teachers, Mathematics Activities, Elementary School Mathematics

Amirshokoohi, Aidin; Wisniewski, Daniel P. – Teaching Children Mathematics, 2018

The aim of this article is to discuss key elements of a constructivist-based elementary mathematics methods course and the role of each component in enhancing elementary school teacher candidates' mathematical understanding, interest in, and confidence with learning and teaching mathematics while decreasing their math-related anxiety and fear. The…

Descriptors: Elementary School Mathematics, Methods Courses, Preservice Teacher Education, Preservice Teachers

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

Chval, Kathryn B.; Pinnow, Rachel J. – Teaching Children Mathematics, 2018

Because talking about their mathematical ideas is difficult for emergent bilinguals if they do not have experience with the language used to represent those ideas, constructing math lessons wherein the materials and tasks support the development of fruitful talk is an important task for the teacher. Waiting until emergent bilinguals are fully…

Descriptors: Grade 3, Elementary School Mathematics, Elementary School Students, Bilingual Students

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

Gibbons, Lynsey K.; Knapp, Melinda C.; Lind, Teresa – Teaching Children Mathematics, 2018

Curiosity about student thinking lies at the heart of great mathematics teaching. When teachers are curious about and grounded in their students' thinking, their proficiency at eliciting, interpreting, and responding to student ideas increases (NCTM 2014). Coaching conversations that focus on students' thinking can support teachers in developing…

Descriptors: Coaching (Performance), Mathematics Instruction, Instructional Effectiveness, Thinking Skills

Baker, Courtney; Knapp, Melinda C.; Galanti, Terrie – Teaching Children Mathematics, 2018

Acknowledging the critical role of mathematics coaches in enhancing teacher capacity, positively influencing teacher beliefs, and increasing teacher investment in professional development, NCTM's "Principles to Actions: Ensuring Mathematical Success for All" (2014) calls on coaches to "take action." However, coaches seek…

Descriptors: Mathematics Instruction, Coaching (Performance), Mathematics Teachers, Teacher Attitudes

Rawlins, Debra; Hernandez, Natasha; Miller, William – Teaching Children Mathematics, 2018

A second-grade class visits Saint John's Food Pantry each year and spends the morning learning about the needs of the community. Then students pitch in and help the staff for a few hours. When the children return to school, they create signs advertising a canned food drive, and they place collection boxes at various locations around the school.…

Descriptors: Grade 2, Problem Solving, Elementary School Mathematics, Elementary School Students

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

Ding, Meixia – Teaching Children Mathematics, 2018

Tape diagrams, also known as strip diagrams, bar models, fraction strips, or length models, are linear representations that can be used to effectively model quantitative relationships during problem solving. Tape diagrams are a powerful model recommended by the Common Core, but they are relatively new to teachers and students in the United States.…

Descriptors: Foreign Countries, Mathematics Instruction, Elementary School Mathematics, Grade 2

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

Barlow, Angela T.; Lischka, Alyson E.; Willingham, James C.; Hartland, Kristin S. – Teaching Children Mathematics, 2017

This article describes a process called "Backing Up" which is a way to preassess student understanding of a topic and gauge student readiness to move forward in the learning process. This process of backing up begins with using responses to a word problem to identify categories of students' understandings in relation to the expectations…

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