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Moomaw, Sally – Teaching Children Mathematics, 2015

Skilled instructors observe consistent errors that young children may make in particular situations and seek ways to help children reform their thinking through conceptual understanding. Such teacher observations as those presented at the beginning of this article, combined with similar observations by teachers in other preschool and kindergarten…

Descriptors: Addition, Mathematical Concepts, Concept Teaching, Teaching Methods

Smith, Carmen Petrick; King, Barbara; González, Diana – Teaching Children Mathematics, 2015

There is a growing need for STEAM-based (Science, Technology, Engineering, Arts, and Mathematics) knowledge and skills across a wide range of professions (Brazell 2013). Yet students often fail to see the usefulness of mathematics beyond the classroom (Kloosterman, Raymond, and Emenaker 1996), and they do not regularly make connections between…

Descriptors: STEM Education, Art Education, Mathematics, Mathematical Concepts

Ponce, Gregorio A. – Teaching Children Mathematics, 2015

Composing and decomposing numbers with base-ten blocks depends on children being able to see ten both as ten units and as one group of ten units (a long), cognizant that its value is the same in either case. Being able to see, or deciding when to see, an object or collection of objects as a unit is a key skill that children must develop to solve…

Descriptors: Preservice Teachers, Mathematics Skills, Mathematics Instruction, Number Concepts

Kurz, Terri L.; Serrano, Alejandra – Teaching Children Mathematics, 2015

To support students' development of concepts in mathematics, the use of technology is often encouraged (Common Core State Standards Initiative [CCSSI] 2010). Technology can contextualize learning and provide a meaningful setting for mathematical ideas. Most teachers are supportive regarding the use of technology to encourage learning and…

Descriptors: Mathematics Instruction, Mathematical Concepts, Concept Formation, Teaching Methods

Casa, Tutita M. – Teaching Children Mathematics, 2015

Communication has long been emphasized in standards-based instruction (NCTM 1991; 2000), yet little distinction has been made between oral and written forms. Nonetheless, both the mathematics and the English language arts Common Core State Standards (CCSS) documents continue to hint at the importance of writing mathematically (CCSSI 2010). The…

Descriptors: Mathematics Instruction, Content Area Writing, Word Problems (Mathematics), Language Arts

Fuentes, Sarah Quebec – Teaching Children Mathematics, 2015

NCTM's "Principles to Actions: Ensuring Mathematical Success for All" (2014), outlines eight teaching practices for effective teaching and learning mathematics. One of them, facilitate meaningful mathematical discourse, states, "Effective teaching of mathematics facilitates discourse among students to build shared understanding of…

Descriptors: Mathematics Instruction, Teaching Methods, Discussion (Teaching Technique), Persuasive Discourse

Hourigan, Mairéad; Leavy, Aisling – Teaching Children Mathematics, 2015

In this article the authors describe an instructional unit designed and taught in two classes of kindergarten children. The goals of the unit were to present a "driving question" to motivate the process of statistical investigation, to genuinely engage children in the stages of statistical investigation, and to facilitate them in…

Descriptors: Teaching Methods, Kindergarten, Statistics, Childrens Literature

Erbilgin, Evrim – Teaching Children Mathematics, 2015

This article describes a series of two linear measurement activities designed to integrate the related content and processes of Common Core State Standards for Mathematics (CCSSM) into classroom practice using nonstandard units. In the article, nonstandard units refer to same-size, repeatable units (e.g., paper clips, feet) for a specified…

Descriptors: Common Core State Standards, Measurement, Mathematics Instruction, Scaffolding (Teaching Technique)

Cramer, Kathleen; Monson, Debra; Ahrendt, Sue; Colum, Karen; Wiley, Bethann; Wyberg, Terry – Teaching Children Mathematics, 2015

The authors of this article collaborated with fourth-grade teachers from two schools to support implementation of a research-based fraction and decimal curriculum (Rational Number Project: Fraction Operations and Initial Decimal Ideas). Through this study, they identified five indicators of rich conceptual understanding of decimals, which are…

Descriptors: Grade 4, Fractions, Arithmetic, Curriculum Implementation

Pratt, Sarah S.; Lupton, Tina M.; Richardson, Kerri – Teaching Children Mathematics, 2015

As teachers seek activities to assist students in understanding division as more than just the algorithm, they find many examples of division as fair sharing. However, teachers have few activities to engage students in a quotative (measurement) model of division. Efraim Fischbein and his colleagues (1985) defined two types of whole-number…

Descriptors: Mathematics Instruction, Mathematical Concepts, Color, Teaching Methods

Pace, Michelle H.; Ortiz, Enrique – Teaching Children Mathematics, 2015

As a Title I kindergarten teacher, Michelle Pace, second grade teacher at Lake Mary Elementary School in Florida, has seen firsthand how oral language can create roadblocks for students in all areas of the curriculum, both academically and socially. At the time this article was written, the state of Florida had recently adopted the Common Core…

Descriptors: Oral Language, Mathematics Instruction, Mathematical Concepts, Elementary School Mathematics

Hefty, Lukas J. – Teaching Children Mathematics, 2015

The National Council of Teachers of Mathematics' (NCTM's) "Principles and Standards for School Mathematics" (2000) outlines fi ve Process Standards that are essential for developing deep understanding of mathematics: (1) Problem Solving; (2) Reasoning and Proof; (3) Communication; (4) Connections; and (5) Representation. The Common Core…

Descriptors: Mathematics Instruction, Problem Solving, Mathematical Logic, Validity

Currier, Sarah Cox – Teaching Children Mathematics, 2015

In this article, Sarah Currier, a math specialist at Elizabeth Hall International School in Minnesota, describes how she used origami in a deliberate manner to teach content. She shares how she uses paper folding to teach mathematical concepts, reinforce vocabulary, and as a problem-solving model. She also offers ideas for using origami in other…

Descriptors: Mathematics Instruction, Manipulative Materials, Teaching Methods, Mathematical Concepts

Cavazos, Rebecca R. – Teaching Children Mathematics, 2014

This article details how certain mathematical "discoveries" that Cavazos' fourth graders made were recorded throughout the year. Cavazos invited a math professor, a biologist, a literacy professor, a chemist, a statistician, and an engineering student, as well as their school principal and computer lab technician, both of whom are…

Descriptors: Mathematics Education, Investigations, Mathematics Instruction, Mathematics Activities

Legnard, Danielle; Austin, Susan – Teaching Children Mathematics, 2014

The Math Promise is a contract that family members make with one another. They commit to spending mathematical time together; getting to know each other's mathematical thinking and understanding; and finding time to play math games, solve problems, and notice mathematics in their daily lives. Whether parents and children are cooking in the…

Descriptors: Mathematical Logic, Thinking Skills, Communities of Practice, Mathematics Activities