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Lee, Mi Yeon; Francis, Dionne Cross – Teaching Children Mathematics, 2019

Children's literature can provide useful contexts for teaching mathematics. In this article, the authors discuss the use of the children's book "Measuring Penny" (Leedy 1997) to support Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) related to length measurement. The authors first describe three types of misconceptions…

Descriptors: Elementary School Mathematics, Elementary School Students, Mathematics Instruction, Teaching Methods

Ebby, Caroline B.; Hulbert, Elizabeth T.; Fletcher, Nicole – Teaching Children Mathematics, 2019

Assessing student learning traditionally involves determining whether students can solve a certain percentage of problems correctly, under the assumption that this achievement indicates they have the knowledge and understanding they need to progress to new topics. This article explores what teachers can learn from looking closely at student…

Descriptors: Mathematics Instruction, Problem Solving, Mathematical Logic, Learning Processes

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

Suh, Jennifer; Birkhead, Sara; Farmer, Rachelle Romero; Galanti, Terrie; Nietert, Alexandrea; Bauer, Tyler; Seshaiyer, Padmanabhan – Teaching Children Mathematics, 2019

The sandwich problem described in this article would likely be considered more appropriate for third grade or above. However, as members of the research team for a lesson study involving teachers from kindergarten through fourth grade, the authors saw kindergarten students rise to the challenge. The authors invite readers to review two scenarios,…

Descriptors: Elementary School Mathematics, Kindergarten, Young Children, Mathematics Instruction

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

Huinker, DeAnn – Teaching Children Mathematics, 2019

Mathematics education at the high school level is not working for many students. Although there has been steady improvement in mathematics learning at the elementary and middle school levels across the United States, for the past decade, student achievement has remained essentially flat at the high school level (NCES 2015, 2016). One possible…

Descriptors: Mathematics Instruction, Learner Engagement, Elementary School Mathematics, Elementary School Students

Batista, Lisa Nguyen; Chapin, Suzanne H. – Teaching Children Mathematics, 2019

Classroom discourse is critical to helping students learn mathematics. Interacting with peers and the teacher within a classroom community assists students in building their understanding of mathematical concepts. A discourse community, sometimes referred to as a math-talk learning community, is "a classroom community in which the teacher and…

Descriptors: Discourse Communities, Mathematics Instruction, Mathematical Concepts, Mathematics Teachers

Shumway, Jessica F.; Hoggan, Jessica – Teaching Children Mathematics, 2019

The standards from the Operations and Algebraic Thinking (OA) domain in the Common Core State Standards for Mathematics (CCSSM) build on one another across the grades (CCSSI 2010). Understanding each grade level's OA standards is necessary within the broader context of the K-grade 5 OA standards. In this article, the authors share their…

Descriptors: Mathematics Instruction, Grade 2, Elementary School Students, Elementary School Mathematics

Hong, Dae S.; Runnalls, Cristina – Teaching Children Mathematics, 2019

There are fundamental questions that teachers should ask themselves and their students as they prepare lessons on calculating area. Area measurement is commonly used in everyday life (perhaps to carpet a room or organize a space) and plays a foundational role in mathematics from multiplication all way up to calculus. Despite the usefulness of area…

Descriptors: Mathematics Instruction, Textbooks, Geometric Concepts, Measurement

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)

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

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

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

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

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