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Did you mean mathematics AND teacher AND note?

Switzer, J. Matt – Teaching Children Mathematics, 2016

National Council of Teachers of Mathematics' (NCTM's) "Principles to Actions: Ensuring Mathematical Success for All" outlines eight teaching practices for effective teaching and learning of mathematics (NCTM 2014). One of the teaching practices, "elicit and use evidence of student thinking," states, "Effective teaching of…

Descriptors: Mathematics Instruction, Teaching Methods, Thinking Skills, Mathematical Logic

Actuarial Foundation, 2013

"Setting the Stage with Geometry" is a new math program aligned with the National Council of Teachers of Mathematics (NCTM) standards that is designed to help students in grades 6-8 build and reinforce basic geometry skills for measuring 2D and 3D shapes. Developed by The Actuarial Foundation, this program seeks to provide skill-building math…

Descriptors: Mathematics Instruction, Mathematics Skills, Class Activities, Mathematics Activities

Howse, Tashana D.; Howse, Mark E. – Teaching Children Mathematics, 2014

Geometry is the branch of mathematics that addresses spatial sense and geometric reasoning. Students begin to understand geometry through direct interaction with their physical world. Because it is the study of the physical attributes of the environment, geometry has relevance for every student; the world becomes a big classroom. As students see,…

Descriptors: Mathematics Instruction, Geometry, Geometric Concepts, Mathematics Activities

Safi, Farshid; Desai, Siddhi – Mathematics Teaching in the Middle School, 2017

"Principles to Actions: Ensuring Mathematical Success for All" (NCTM 2014) gives teachers access to an insightful, research-informed framework that outlines ways to promote reasoning and sense making. Specifically, as students transition on their mathematical journey through middle school and beyond, their knowledge and use of…

Descriptors: Mathematics Instruction, Middle School Students, Algebra, Arithmetic

Small, Marian – National Council of Teachers of Mathematics, 2009

Using differentiated instruction in the classroom can be a challenge, especially when teaching mathematics. This book cuts through the difficulties with two powerful and universal strategies that teachers can use across all math content: Open Questions and Parallel Tasks. Specific strategies and examples for grades Kindergarten - 8 are organized…

Descriptors: Data Analysis, Probability, Geometry, Teachers

Small, Marian; Lin, Amy – Teachers College Press, 2010

Teachers know that Differentiated Instruction (DI) helps all students to learn. Yet DI challenges teachers, and nowhere more than in mathematics. In this new book, written specifically for secondary mathematics teachers, the authors cut through the difficulties with two powerful and universal strategies that teachers can use across all math…

Descriptors: Mathematics Education, Student Participation, Data Analysis, Mathematics Teachers

Copley, Juanita V. – National Association for the Education of Young Children, 2010

This second edition of the bestselling book "The Young Child and Mathematics" reflects recent developments in math education in a wealth of vignettes from classrooms, activity ideas, and strategies for teaching young children about math processes and concepts. Using standards and guidelines from the National Council of Teachers of Mathematics…

Descriptors: Young Children, Early Childhood Education, Curriculum, Mathematics

Prasad, Priya V. – Mathematics Teaching in the Middle School, 2016

How can we, as teachers, encourage students to move from drawing geometric objects to constructing them and thereby build their mathematical reasoning skills? One way to encourage students to construct instead of draw shapes and to help students develop more robust understandings of geometric relationships and constructions is to use interactive…

Descriptors: Middle School Students, Middle School Teachers, Mathematics, Mathematics Education

Paoletti, Teo J. – Mathematics Teacher, 2013

To engage students, many teachers wish to connect the mathematics they are teaching to other branches of mathematics or to real-world applications. The lesson presented in this article, which uses the algebraic skill of finding the equation of a line between two points and the geometric axiom that any two points define a line, does both. A…

Descriptors: Mathematics Instruction, Relevance (Education), Algebra, Mathematics Skills

Ichinose, Cherie Lynn; Martinez-Cruz, Armando M. – Mathematics Teacher, 2018

The Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) propose a new vision for the mathematics classroom with updated content standards and Standards for Mathematical Practice (SMP). These practices are founded on NCTM processes (Problem Solving, Reasoning and Proof, Communication, Representation, and Connections) and abilities…

Descriptors: Mathematics Instruction, Teaching Methods, Problem Solving, Common Core State Standards

Keazer, Lindsay M.; Menon, Rahul S. – Mathematics Teacher, 2015

This article argues that the practices of reasoning and sense making are critical for developing students' mathematical literacy. Seven mathematics teachers collaborated throughout a school year to discuss the ideas proposed in Reasoning and Sense Making (NCTM 2009) and put them into practice through action research. Conducting action research,…

Descriptors: Mathematics Instruction, Mathematics Teachers, Mathematical Logic, Teacher Collaboration

Jacobbe, Tim – Australian Primary Mathematics Classroom, 2008

According to the National Council of Teachers of Mathematics (NCTM) (1989, 2000), students at all levels should be exposed to geometry and measurement topics. Standards documents have identified the importance of primary school students selecting appropriate units for measurements in one- and two-dimensional space (NCTM 1989, 2000). This paper…

Descriptors: Mathematics Teachers, Mathematics Instruction, Geometry, Measurement

Cetner, Michelle – Mathematics Teacher, 2015

When thinking about student reasoning and sense making, teachers must consider the nature of tasks given to students along with how to plan to use the tasks in the classroom. Students should be presented with tasks in a way that encourages them to draw connections between algebraic and geometric concepts. This article focuses on the idea that it…

Descriptors: Mathematics Instruction, Teaching Methods, Geometry, Algebra

Roberts, Sally K.; Borum, Viveka O. – Mathematics Teaching in the Middle School, 2012

Students often view mathematics as a set of unrelated facts and procedures and fail to make the connections between and among related topics. One role of a teacher is to help students understand that mathematics is an interrelated discipline. Another role is to assist students in the scaffolding of their knowledge so that they can make connections…

Descriptors: State Standards, Teaching Methods, Mathematics Instruction, Middle Schools

National Council of Teachers of Mathematics, 2015

Do your students think a triangle can be constructed from any three given line segments? Do they believe that a transformation affects only the pre-image--not the whole plane? Do they understand that examples--no matter how many they find--cannot prove a conjecture but one counterexample is sufficient to disprove it? "What tasks can you…

Descriptors: Geometry, Educational Practices, Secondary School Mathematics, Pedagogical Content Knowledge

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