Pub Date : 2019-01-01DOI: 10.5951/TEACCHILMATH.25.4.0208
Chepina Rumsey, J. Guarino, Rachael Gildea, C. Y. Cho, Bethany Lockhart
A yearlong professional development project investigated types of discourse and argumentation that students engage in, participation structures and routines that teachers can include to support students, and types of tasks that promote mathematical argumentation.
{"title":"Tools to Support K–2 Students in Mathematical Argumentation","authors":"Chepina Rumsey, J. Guarino, Rachael Gildea, C. Y. Cho, Bethany Lockhart","doi":"10.5951/TEACCHILMATH.25.4.0208","DOIUrl":"https://doi.org/10.5951/TEACCHILMATH.25.4.0208","url":null,"abstract":"A yearlong professional development project investigated types of discourse and argumentation that students engage in, participation structures and routines that teachers can include to support students, and types of tasks that promote mathematical argumentation.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45635758","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 : 2019-01-01DOI: 10.5951/teacchilmath.25.6.0331
W. Stark
Students must actively engage in exploring math. That is why I am always looking for tasks that will allow my students to to explore problems using the Common Core's (CCSSI 2010) eight Standards for Mathematical Practice (SMP). These standards are vital for developing a deepening understanding of math. They allow students to cultivate skills and thought processes that aid in wiring their brains into being deep thinkers and problem solvers. These skills transcend the classroom and are needed to be successful in the world. I also want my students to revisit ideas that we have already touched on and continue to examine.
{"title":"Another encounter with the Alien Numbers problem","authors":"W. Stark","doi":"10.5951/teacchilmath.25.6.0331","DOIUrl":"https://doi.org/10.5951/teacchilmath.25.6.0331","url":null,"abstract":"Students must actively engage in exploring math. That is why I am always looking for tasks that will allow my students to to explore problems using the Common Core's (CCSSI 2010) eight Standards for Mathematical Practice (SMP). These standards are vital for developing a deepening understanding of math. They allow students to cultivate skills and thought processes that aid in wiring their brains into being deep thinkers and problem solvers. These skills transcend the classroom and are needed to be successful in the world. I also want my students to revisit ideas that we have already touched on and continue to examine.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71029037","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 : 2019-01-01DOI: 10.5951/teacchilmath.25.4.0206
D. Christy
From coast to coast, America is filled with different types of fascinating landmarks. This set of problems offers a mathematical road trip visiting the famous sites. Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6.
{"title":"American landmarks","authors":"D. Christy","doi":"10.5951/teacchilmath.25.4.0206","DOIUrl":"https://doi.org/10.5951/teacchilmath.25.4.0206","url":null,"abstract":"From coast to coast, America is filled with different types of fascinating landmarks. This set of problems offers a mathematical road trip visiting the famous sites. Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71029247","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 : 2018-11-01DOI: 10.5951/TEACCHILMATH.25.3.0133
Deann Huinker
In 1989 the National Council of Teachers of Mathematics (NCTM) launched the standards-based education movement with the release of Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). Subsequent publications built on this foundation by further detailing the mathematics content of student learning (NCTM 2000, 2006; CCSSI 2010). We have learned, however, that more is needed than content standards if we are to realize the goal of high levels of mathematical understanding by each and every student. For that reason, NCTM formed a writing team in 2012 to envision and develop a document that could guide mathematics education into the future. I served as one of three lead writers on this team. After several revisions, including feedback on a public review draft, our work resulted in the publication of Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014). In this article, I provide some background on Principles to Actions, reflect on its initial impact, and suggest next steps for our professional work toward ambitious teaching of mathematics.
{"title":"Principles to Actions: Moving to a framework for teaching mathematics","authors":"Deann Huinker","doi":"10.5951/TEACCHILMATH.25.3.0133","DOIUrl":"https://doi.org/10.5951/TEACCHILMATH.25.3.0133","url":null,"abstract":"In 1989 the National Council of Teachers of Mathematics (NCTM) launched the standards-based education movement with the release of Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). Subsequent publications built on this foundation by further detailing the mathematics content of student learning (NCTM 2000, 2006; CCSSI 2010). We have learned, however, that more is needed than content standards if we are to realize the goal of high levels of mathematical understanding by each and every student. For that reason, NCTM formed a writing team in 2012 to envision and develop a document that could guide mathematics education into the future. I served as one of three lead writers on this team. After several revisions, including feedback on a public review draft, our work resulted in the publication of Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014). In this article, I provide some background on Principles to Actions, reflect on its initial impact, and suggest next steps for our professional work toward ambitious teaching of mathematics.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47373921","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 : 2018-11-01DOI: 10.5951/TEACCHILMATH.25.3.0174
Jesica Pena, J. Cortina, Jana Višňovská
A teacher in Mexico City works with two researchers on an instructional design project to help kindergartners become proficient in participating in whole-class mathematical conversations.
墨西哥城的一名教师与两名研究人员合作进行一个教学设计项目，帮助幼儿园儿童熟练参与全班数学对话。
{"title":"What Happened at Frida's Museum?","authors":"Jesica Pena, J. Cortina, Jana Višňovská","doi":"10.5951/TEACCHILMATH.25.3.0174","DOIUrl":"https://doi.org/10.5951/TEACCHILMATH.25.3.0174","url":null,"abstract":"A teacher in Mexico City works with two researchers on an instructional design project to help kindergartners become proficient in participating in whole-class mathematical conversations.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42560800","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 : 2018-11-01DOI: 10.5951/TEACCHILMATH.25.3.0166
Delise R. Andrews, Karla J. Bandemer
Classroom discussions become more productive when teachers design their inquiries to elicit and understand student thinking.
当教师设计他们的询问来引出和理解学生的想法时，课堂讨论会变得更有成效。
{"title":"Refining Planning: Questioning with a Purpose","authors":"Delise R. Andrews, Karla J. Bandemer","doi":"10.5951/TEACCHILMATH.25.3.0166","DOIUrl":"https://doi.org/10.5951/TEACCHILMATH.25.3.0166","url":null,"abstract":"Classroom discussions become more productive when teachers design their inquiries to elicit and understand student thinking.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44032068","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 : 2018-11-01DOI: 10.5951/teacchilmath.25.3.0186
R. Higdon, Amanda G. Sawyer
When implementing STEM activities, such as model rockets blasting off or paper airplanes flying across the room, the mathematical or scientific content can get lost as we focus on the “wow factor.” However, meaningful learning experiences can be implemented anytime by employing the components of the 4E×2 instructional model. In essence, the model promotes students exploring their ideas before constructing an explanation for their concept, allowing the development of deeper understanding and connections with multiple conceptions.
{"title":"Which contains the most?","authors":"R. Higdon, Amanda G. Sawyer","doi":"10.5951/teacchilmath.25.3.0186","DOIUrl":"https://doi.org/10.5951/teacchilmath.25.3.0186","url":null,"abstract":"When implementing STEM activities, such as model rockets blasting off or paper airplanes flying across the room, the mathematical or scientific content can get lost as we focus on the “wow factor.” However, meaningful learning experiences can be implemented anytime by employing the components of the 4E×2 instructional model. In essence, the model promotes students exploring their ideas before constructing an explanation for their concept, allowing the development of deeper understanding and connections with multiple conceptions.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44734518","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 : 2018-11-01DOI: 10.5951/teacchilmath.25.3.0144
Debra Rawlins, N. Hernandez, W. Miller
Second graders move from counting by ones to counting equal groups to structuring arrays.
二年级的学生从按1计数到计算相等组再到构造数组。
{"title":"Cooking Up Arrays","authors":"Debra Rawlins, N. Hernandez, W. Miller","doi":"10.5951/teacchilmath.25.3.0144","DOIUrl":"https://doi.org/10.5951/teacchilmath.25.3.0144","url":null,"abstract":"Second graders move from counting by ones to counting equal groups to structuring arrays.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45015447","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 : 2018-11-01DOI: 10.5951/TEACCHILMATH.25.3.0180
Hope A. Walter
Meaningful dialogue supports metacognition and teaches students how to discuss, debate, and reevaluate situations in a respectful manner.
有意义的对话支持元认知，并教会学生如何以尊重的方式讨论、辩论和重新评估情况。
{"title":"Beyond Turn and Talk: Creating Discourse","authors":"Hope A. Walter","doi":"10.5951/TEACCHILMATH.25.3.0180","DOIUrl":"https://doi.org/10.5951/TEACCHILMATH.25.3.0180","url":null,"abstract":"Meaningful dialogue supports metacognition and teaches students how to discuss, debate, and reevaluate situations in a respectful manner.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46846154","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 : 2018-11-01DOI: 10.5951/TEACCHILMATH.25.3.0158
Meixia Ding
Two teachers used a powerful, challenging tool in their Chinese classroom to build, ensure, and solidify students' understanding of quantitative relationships.
两位老师在语文课堂上使用了一种强大而富有挑战性的工具来建立、确保和巩固学生对数量关系的理解。
{"title":"Modeling with Tape Diagrams","authors":"Meixia Ding","doi":"10.5951/TEACCHILMATH.25.3.0158","DOIUrl":"https://doi.org/10.5951/TEACCHILMATH.25.3.0158","url":null,"abstract":"Two teachers used a powerful, challenging tool in their Chinese classroom to build, ensure, and solidify students' understanding of quantitative relationships.","PeriodicalId":90976,"journal":{"name":"Teaching children mathematics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46378252","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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