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Showing 1 to 15 of 98 results Save | Export
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Crawford, Lindy; Quebec Fuentes, Sarah; Huscroft-D'Angelo, Jacqueline; Higgins, Kristina N. – Intervention in School and Clinic, 2019
Meaningful inclusion of quantitative reasoning into mathematics instruction requires meaningful ways to evaluate it. Few formative assessments exist to evaluate the strategies students use when reasoning mathematically. The Framework for Evaluating Quantitative Reasoning Strategies presented in this article provides teachers with categories for…
Descriptors: Fractions, Mathematics Instruction, Mathematical Logic, Student Evaluation
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Vondrová, Nada; Novotná, Jarmila; Havlícková, Radka – ZDM: The International Journal on Mathematics Education, 2019
Research has shown that word problem difficulty is influenced by various linguistic, numerical and general variables, but results in this area are inconsistent. This paper focuses on the question of how the order of numerical data, the context, the position of the unknown transformation, and the length of the statement in an additive word problem,…
Descriptors: Word Problems (Mathematics), Elementary School Students, Grade 4, Grade 5
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Walkowiak, Temple A.; Pinter, Holly H.; Berry, Robert Q. – Journal of Mathematics Education at Teachers College, 2017
We present a reconceptualized framework for opportunity to learn (OTL) in school mathematics that builds on previous conceptualizations of OTL and includes features related to both quantity (i.e., time) and quality. Our framework draws on existing literature and on our own observational research of mathematics teaching practices. Through the…
Descriptors: Mathematics Instruction, Vignettes, Models, Knowledge Base for Teaching
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Hodges, Thomas E.; Johnson, Malisa; Roy, George J. – Teaching Children Mathematics, 2017
Children's intuitive understandings of mathematical ideas--both correct, generalizable strategies alongside misconceptions--showcase the complexity of their thinking. However, recognizing children as complex thinkers is one thing but it is another thing altogether to leverage their ideas to plan for and carry out mathematics instruction. The…
Descriptors: Grade 4, Elementary School Students, Elementary School Mathematics, Mathematics Instruction
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Russo, James – Australian Primary Mathematics Classroom, 2017
Benchmarking is an important strategy for comparing the size of fractions. In addition, knowing whether a given fraction is greater or less than a particular benchmark (e.g., one-half) can support students with accurately locating the fraction on a number line. This article offers a game-based activity that engages students in discussions around…
Descriptors: Mathematics Instruction, Benchmarking, Comparative Analysis, Fractions
Boaler, Jo; Munson, Jen; Williams, Cathy – Jossey-Bass, An Imprint of Wiley, 2017
The most challenging parts of teaching mathematics are engaging students and helping them understand the connections between mathematics concepts. In this volume, you'll find a collection of low floor, high ceiling tasks that will help you do just that, by looking at the big ideas at the fourth-grade level through visualization, play, and…
Descriptors: Mathematics Instruction, Learner Engagement, Elementary School Mathematics, Grade 4
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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
Flynn, Mike – Educational Leadership, 2017
In some math classrooms, students are taught to follow and memorize procedures to arrive at the correct solution to problems. In this article, author Mike Flynn suggests a way to move beyond answer-getting to true problem solving. He describes an instructional approach called three-act tasks in which students solve an engaging math problem in…
Descriptors: Mathematics Education, Problem Solving, Mathematics Instruction, Teaching Methods
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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
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Davis, Tiffany – Science and Children, 2017
This column presents ideas and techniques to enhance science teaching. In the "Talking Window Garden" project, students create "smart" plant pots that use sensors to collect and analyze data on the health of their plants. The Talking Window Garden project was a collaborative effort between an elementary teacher who wanted to…
Descriptors: Science Instruction, Gardening, Cooperative Planning, Engineering
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Hourigan, Mairead; Leavy, Aisling – Australian Primary Mathematics Classroom, 2017
Working within the context of a contest to find the most beautiful tourist attraction in the world, Year 5 students investigate the most symmetric building from a short-list of three iconic buildings. This involves investigating both line and rotational symmetry in order to make an informed decision about the symmetrical nature of each building.
Descriptors: Mathematics Instruction, Geometry, Architecture, Mathematics Activities
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Brendefur, Jonathan L.; Strother, Sam; Rich, Kelli; Appleton, Sarah – Teaching Children Mathematics, 2016
Teachers use the word assessment to describe any method of gathering information about student learning. Whether it be formative assessment (intended to guide instructional decisions) or summative assessment (a reflection on the entirety of student learning from prior instruction), teachers are constantly working to identify what their students…
Descriptors: Mathematics Education, Mathematics Instruction, Mathematics Achievement, Mathematics Tests
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Griffin, Linda B. – Teaching Children Mathematics, 2016
Understanding the decimal system is challenging, requiring coordination of place-value concepts with features of whole-number and fraction knowledge (Moloney and Stacey 1997). Moreover, the learner must discern if and how previously learned concepts and procedures apply. The process is complex, and misconceptions will naturally arise. In a…
Descriptors: Arithmetic, Mathematics Instruction, Mathematical Concepts, Elementary School Mathematics
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Boote, Stacy K. – Teaching Children Mathematics, 2016
Students' success with fourth-grade content standards builds on mathematical knowledge learned in third grade and creates a conceptual foundation for division standards in subsequent grades that focus on the division algorithm. The division standards in fourth and fifth grade are similar; but in fourth grade, division problem divisors are only one…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Grade 4, Grade 5
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Covington, Savannah – Teaching Children Mathematics, 2016
Is anything more refreshing than going for a nice, long swim? The math scenarios presented in this article will take the reader back to hot summer days and remind the reader what a cool dip in the water feels like. Solving these problems is enjoyable and encourages the solver to think of the many ways that math is all around--even in the middle of…
Descriptors: Elementary School Mathematics, Mathematics Instruction, Lesson Plans, Mathematics Activities
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