Pub Date : 2019-05-01DOI: 10.5951/TEACCHILMATH.25.7.0390
R. Berry
As NCTM prepares to celebrate its centennial, the organization is also poised to implement in-depth strategic planning that positions the Council for a second century. The NCTM publishing program—and in particular, the journals program—has been instrumental in providing teachers with content to meet the needs of each and every learner and to help practitioners adapt to the ongoing pedagogical and technological changes in the educational landscape.
{"title":"Moving forward by looking back","authors":"R. Berry","doi":"10.5951/TEACCHILMATH.25.7.0390","DOIUrl":"https://doi.org/10.5951/TEACCHILMATH.25.7.0390","url":null,"abstract":"As NCTM prepares to celebrate its centennial, the organization is also poised to implement in-depth strategic planning that positions the Council for a second century. The NCTM publishing program—and in particular, the journals program—has been instrumental in providing teachers with content to meet the needs of each and every learner and to help practitioners adapt to the ongoing pedagogical and technological changes in the educational landscape.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41867930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.5951/TEACCHILMATH.25.6.0382
Sarah A. Roller, E. P. Cunningham, K. Marin
Use photographs as a formative assessment tool.
使用照片作为形成性评估工具。
{"title":"Capturing Disappearing Data and Strategy Development","authors":"Sarah A. Roller, E. P. Cunningham, K. Marin","doi":"10.5951/TEACCHILMATH.25.6.0382","DOIUrl":"https://doi.org/10.5951/TEACCHILMATH.25.6.0382","url":null,"abstract":"Use photographs as a formative assessment tool.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45892026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.5951/TEACCHILMATH.25.6.0338
A. Skinner, Nicole Louie, Evra M. Baldinger
A teacher shares her journey toward disrupting her conditioning to create more humanizing math learning experiences for her students, incorporating strategies that every educator can use.
{"title":"Learning to See Students' Mathematical Strengths","authors":"A. Skinner, Nicole Louie, Evra M. Baldinger","doi":"10.5951/TEACCHILMATH.25.6.0338","DOIUrl":"https://doi.org/10.5951/TEACCHILMATH.25.6.0338","url":null,"abstract":"A teacher shares her journey toward disrupting her conditioning to create more humanizing math learning experiences for her students, incorporating strategies that every educator can use.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47664935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.5951/TEACCHILMATH.25.6.0378
Vi Tamargo, T. Johnston
Making student thinking visible improves the feedback loop for the learner, the teacher, and the entire class.
让学生的思维清晰可见可以改善学习者、老师和整个班级的反馈循环。
{"title":"Technology-Powered Assessments for Learning","authors":"Vi Tamargo, T. Johnston","doi":"10.5951/TEACCHILMATH.25.6.0378","DOIUrl":"https://doi.org/10.5951/TEACCHILMATH.25.6.0378","url":null,"abstract":"Making student thinking visible improves the feedback loop for the learner, the teacher, and the entire class.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47604776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.5951/TEACCHILMATH.25.6.0370
W. Bray, Jillian Johnson, Nancy Rivera, L. Fink, Charity Bauduin, R. Schoen
Teachers engage in sustained peer collaboration about formative assessment with a focus on students' mathematical thinking.
教师在形成性评估方面进行持续的同伴合作，重点关注学生的数学思维。
{"title":"Unlocking Mathematical Understanding Together through FACT Meetings","authors":"W. Bray, Jillian Johnson, Nancy Rivera, L. Fink, Charity Bauduin, R. Schoen","doi":"10.5951/TEACCHILMATH.25.6.0370","DOIUrl":"https://doi.org/10.5951/TEACCHILMATH.25.6.0370","url":null,"abstract":"Teachers engage in sustained peer collaboration about formative assessment with a focus on students' mathematical thinking.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45780561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.5951/TEACCHILMATH.25.6.0384
F. Park, Hannah Lee
Geometry is much more than learning vocabulary and identifying shapes; it involves developing spatial sense—an intuition about shapes and the relationship between them. In this Let's Build It activity, students reason about geometric shapes and their attributes as they use newspaper dowels to build two- and three-dimensional structures.
{"title":"Let's build it!","authors":"F. Park, Hannah Lee","doi":"10.5951/TEACCHILMATH.25.6.0384","DOIUrl":"https://doi.org/10.5951/TEACCHILMATH.25.6.0384","url":null,"abstract":"Geometry is much more than learning vocabulary and identifying shapes; it involves developing spatial sense—an intuition about shapes and the relationship between them. In this Let's Build It activity, students reason about geometric shapes and their attributes as they use newspaper dowels to build two- and three-dimensional structures.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46813041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.5951/TEACCHILMATH.25.6.0362
Jennifer Suh, Sara Birkhead, Rachel Farmer, Terrie M. Galanti, Alexandrea Nietert, Tyler Bauer, P. Seshaiyer
Working with a mathematics coach and university researchers in a K-4 lesson study, teachers increase their understanding of student abilities in a fair-share sandwich problem.
{"title":"Split It! Unpacking the Equipartitioning Learning Trajectory","authors":"Jennifer Suh, Sara Birkhead, Rachel Farmer, Terrie M. Galanti, Alexandrea Nietert, Tyler Bauer, P. Seshaiyer","doi":"10.5951/TEACCHILMATH.25.6.0362","DOIUrl":"https://doi.org/10.5951/TEACCHILMATH.25.6.0362","url":null,"abstract":"Working with a mathematics coach and university researchers in a K-4 lesson study, teachers increase their understanding of student abilities in a fair-share sandwich problem.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44375340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.5951/TEACCHILMATH.25.6.0346
Caroline B. Ebby, Elizabeth T. Hulbert, Nicole Fletcher
Dig deeper into classroom artifacts using research-based learning progressions to enhance your analysis and response to student work, even when most students solve a problem correctly.
{"title":"What Can We Learn from Correct Answers?","authors":"Caroline B. Ebby, Elizabeth T. Hulbert, Nicole Fletcher","doi":"10.5951/TEACCHILMATH.25.6.0346","DOIUrl":"https://doi.org/10.5951/TEACCHILMATH.25.6.0346","url":null,"abstract":"Dig deeper into classroom artifacts using research-based learning progressions to enhance your analysis and response to student work, even when most students solve a problem correctly.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46413416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.5951/TEACCHILMATH.25.6.0354
M. V. Strayton, L. Lawton
Just as an acorn contains everything it needs to grow into a mighty tree, our students possess understandings hidden right beneath the surface that can be nurtured to support their growth into mighty mathematicians.
{"title":"Acorns to Oaks: Nurturing Growth through Strengths-Based Practices","authors":"M. V. Strayton, L. Lawton","doi":"10.5951/TEACCHILMATH.25.6.0354","DOIUrl":"https://doi.org/10.5951/TEACCHILMATH.25.6.0354","url":null,"abstract":"Just as an acorn contains everything it needs to grow into a mighty tree, our students possess understandings hidden right beneath the surface that can be nurtured to support their growth into mighty mathematicians.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46574042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.5951/TEACCHILMATH.25.6.0326
C. Drake, Megan Holmstrom, M. Kalchman, Juli Lenzotti
Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.
分享小学数学教育领域发生的新闻，对幼儿或小学数学教学的看法，以及对以前发表的观点或文章的反应。
{"title":"By way of introduction: Going beyond the gradebook: Using student work to guide instruction","authors":"C. Drake, Megan Holmstrom, M. Kalchman, Juli Lenzotti","doi":"10.5951/TEACCHILMATH.25.6.0326","DOIUrl":"https://doi.org/10.5951/TEACCHILMATH.25.6.0326","url":null,"abstract":"Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44639369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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