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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
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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
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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
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Lloyd, Gwendolyn M.; Coon-Kitt, Mary Jayne; Hassinger, Hayley; Roth, Katie – Teaching Children Mathematics, 2018
This article focuses on one common type of many different classroom discussions, open-strategy sharing (OSS), because it offers a starting point for teachers new to mathematical discussions. The goal of an OSS discussion is to explore multiple possible ways to solve a single mathematical task. Students share strategies, listen to others'…
Descriptors: Classroom Communication, Mathematics Instruction, Problem Solving, Teacher Student Relationship
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Bray, Wendy S.; Maldonado, Luz A. – Teaching Children Mathematics, 2018
A single fact-focused number-string discussion is unlikely to result in all students adopting more flexible and efficient fact strategies; however, these authors have found that repeated engagement in such discussions over time does promote student reasoning about relationships, which in turn leads to increased fact fluency. By cultivating a…
Descriptors: Discussion, Numbers, Thinking Skills, Mathematics Instruction
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Newel, Christine; Orton, Chase – Teaching Children Mathematics, 2018
This article highlights four routines that use visual images and open questions to invite students to discuss, justify, make arguments, and question their own thinking as well as their classmates' thinking. The authors share specific classroom examples from each routine that highlight the meaningful discourse they can inspire. Teacher prompts and…
Descriptors: Classroom Techniques, Classroom Communication, Cues, Teaching Methods
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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
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Parks, Amy Noelle; Wakabayashi, Tomoko; Hardin, Beth – Teaching Children Mathematics, 2018
In many prekindergarten classes, children begin the day by singing a song as part of their opening routine. In reflecting on opening routines in public prekindergarten classrooms across Michigan, the authors have been struck by how often small changes in teachers' routines or materials could enrich the mathematical engagement of children. The goal…
Descriptors: Mathematics Instruction, Preschool Education, Preschool Children, Teaching Methods
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Singer, Bethany; Shafer, Kathryn G. – Teaching Children Mathematics, 2018
Building physical models is a natural activity for children and provides a context for lessons on two-dimensional (2D) and three-dimensional (3D) shapes. However, children do not think of their models as prisms, cylinders, and pyramids. Their creations are spaceships, tunnels, castles, and nets on the floor. Creating these types of shapes with…
Descriptors: Kindergarten, Young Children, Mathematics Education, Mathematics Skills
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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
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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
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McLennan, Deanna Pecaski – Teaching Children Mathematics, 2018
The outdoors can offer children a rich space for learning and inspires authentic mathematical opportunities. The author describes the experiences her kindergarten students have when when they spend many hours each day, exploring their vast play yard and engaging in play-based activities typically done inside a classroom. She also chronicles the…
Descriptors: Mathematics Education, Outdoor Education, Kindergarten, Young Children
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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
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Robinson, Ariel – Teaching Children Mathematics, 2018
Children's development of foundational mathematics concepts begins long before they enter the kindergarten classroom. Early experiences with color, shape, and pattern recognition as well as the ability to seriate sizes all contribute to a strong beginning to young children's mathematical conceptual development. This article presents how a…
Descriptors: Preschool Education, Mathematics Instruction, Mathematical Concepts, Individualized Instruction
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Andrews, Delise R.; Bandemer, Karla J. – Teaching Children Mathematics, 2018
Productive mathematical conversations are a significant component of developing students' mathematical understanding and ability to effectively communicate their thinking, and the types of questions teachers ask can either hinder or advance that development. Seeking to understand students' thinking while monitoring their initial work on a task…
Descriptors: Teaching Methods, Questioning Techniques, Mathematics Instruction, Cooperative Planning
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