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Murata, Aki; Stewart, Chana – Teaching Children Mathematics, 2017

Effective use of mathematical representation is key to supporting student learning. In "Principles to Actions: Ensuring Mathematical Success for All" (NCTM 2014), "use and connect mathematical representations" is one of the effective Mathematics Teaching Practices. By using different representations, students examine concepts…

Descriptors: Elementary School Mathematics, Elementary School Students, Grade 1, Mathematics Instruction

Bush, Sarah B.; Karp, Karen S.; Lentz, Tova; Nadler, Jennifer – Teaching Children Mathematics, 2017

Many elementary schools across the nation are scaling back or cutting arts curriculum altogether. This article presents classroom teachers with an activity for integrating art with mathematics. Through a three-phase exploration of reasoning with shapes and their attributes, students will get to know a classmate better, work with defining and…

Descriptors: Elementary School Students, Elementary School Mathematics, Art Education, Integrated Activities

Earnest, Darrell; Radtke, Susan; Scott, Siri – Teaching Children Mathematics, 2017

In this article, the authors first present the Hands Together! task. The mathematics in this problem concerns the relationship of hour and minute durations as reflected in the oft-overlooked proportional movements of the two hands of an analog clock. The authors go on to discuss the importance of problem solving in general. They then consider…

Descriptors: Mathematics Instruction, Elementary School Mathematics, Grade 4, Time

Turrou, Angela Chan; Franke, Megan L.; Johnson, Nicholas – Teaching Children Mathematics, 2017

The students in Ms. Moscoso's second-grade class gather on the rug after recess, ready for one of their favorite math warm-ups: Choral Counting. Counting is an important part of doing mathematics throughout the school; students count collections (Schwerdtfeger and Chan 2007) and solve problems using a variety of strategies, many of which are…

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

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

Shumway, Jessica F.; Pace, Lauren – Teaching Children Mathematics, 2017

Young children naturally engage in mathematics as they play and explore. Although many early childhood educators are aware that children are frequently interacting with mathematical ideas, a certain level of knowledge and awareness is required to identify and highlight the mathematics that children are engaging in and to create opportunities for…

Descriptors: Mathematics Instruction, Teaching Methods, Young Children, Early Childhood Education

Firmender, Janine M.; Casa, Tutita M.; Colonnese, Madelynn W. – Teaching Children Mathematics, 2017

Local teachers have been working with their colleagues and math coach for years on ensuring that oral discourse during their mathematics classes has them acting as a facilitator and allowing students themselves to make sense of the mathematics. Specifically, their discussions are aimed at having students reason mathematically because discourse and…

Descriptors: Elementary School Mathematics, Logical Thinking, Mathematics Instruction, Expository Writing

Lomax, Kendra; Alfonzo, Kristin; Dietz, Sarah; Kleyman, Ellen; Kazemi, Elham – Teaching Children Mathematics, 2017

The goals of problem-solving activities in the elementary grades often include making sense of story problems, developing a range of strategies, and reaching accurate solutions. These are important mathematical aims, but they do not fully address the demands of modeling with mathematics as described in the fourth of the Common Core's eight…

Descriptors: Elementary School Mathematics, Elementary School Students, Primary Education, Problem Solving

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

Bleiler-Baxter, Sarah K.; Stephens, D. Christopher; Baxter, Wesley A.; Barlow, Angela T. – Teaching Children Mathematics, 2017

The goal in this article is to support teachers in better understanding what it means to model with mathematics by focusing on three key decision-making processes: Simplification, Relationship Mapping, and Situation Analysis. The authors use the Theme Park task to help teachers develop a vision of how students engage in these three decision-making…

Descriptors: Mathematics Instruction, Decision Making, Teaching Methods, Elementary School Mathematics

McCormick, Kelly K.; Essex, N. Kathryn – Teaching Children Mathematics, 2017

This article reports on a study in which researchers asked children to "make up as story and a picture about marbles for this number sentence: 3 x 5 = 15." Students in this study came from pre - dominantly low- to average-income families living in three distinct geographical areas within the United States. A similar division task was…

Descriptors: Mathematics Instruction, Multiplication, Arithmetic, Elementary School Students

Brooks, Lisa A. – Teaching Children Mathematics, 2017

Recognizing the challenges that students face when they may lack background and experiential knowledge with regard to coins is important so that teachers can address this during instruction. Exposure to coins is one of the basic necessities to learning about the coins, but that is just the initial part of the learning sequence. Unless students are…

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

Cramer, Kathleen; Ahrendt, Sue; Monson, Debra; Wyberg, Terry; Colum, Karen – Teaching Children Mathematics, 2017

The Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) outlines ambitious goals for fraction learning, starting in third grade, that include the use of the number line model. Understanding and constructing fractions on a number line are particularly complex tasks. The current work of the authors centers on ways to successfully…

Descriptors: Common Core State Standards, Mathematics Instruction, Fractions, Numbers

Clements, Douglas H.; Fuson, Karen C.; Sarama, Julie – Teaching Children Mathematics, 2017

Teachers are on the front line in any educational controversy. Increasingly, some bloggers, newspaper articles, and other media have criticized the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) as being inappropriate for children in kindergarten and first grade. However, both research and expert practice reveal that children are…

Descriptors: Mathematics Instruction, Developmentally Appropriate Practices, Preschool Education, Preschool Children

Bittman, Erin; Moomaw, Sally – Teaching Children Mathematics, 2017

Members of a third-grade class were involved in a heated discussion. They were using a fixed number of links to create fences for toy cows. The children could change the shape of the field produced by the links, but they could not add any links or take any away. Understanding the relationship between perimeter and area is a difficult concept for…

Descriptors: Grade 3, Geometric Concepts, Mathematics Instruction, Integrated Activities