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Beaudine, Gregory – Mathematics Teaching in the Middle School, 2018

If teachers have a deeper comprehension of their students' reading ability, it may lead to students' improved literacy and understanding of the subject. The account presented in this article of the author's growing interest in mathematical literacy specifically involves mathematical reading. This shift in interest began with a six-week…

Descriptors: Numeracy, Mathematics Instruction, Grade 8, Middle School Students

Moore, Kimberly – Mathematics Teaching in the Middle School, 2018

Minecraft is an open world survival computer game that was originally created in Sweden in 2011 and later purchased by Microsoft® in 2014. It is among the most popular computer games with students of all ages because it gives players a sense of ownership and opportunities for creative exploration. The game has three unique features: (1) no clear…

Descriptors: Middle School Students, Grade 8, Secondary School Mathematics, Mathematics Instruction

Willingham, James C.; Strayer, Jeremy F.; Barlow, Angela T.; Lischka, Alyson E. – Mathematics Teaching in the Middle School, 2018

Middle-grades teachers and students can have different perspectives on the value of discussing students' mathematical mistakes, despite various classroom evidence that such discussions can help foster strong conceptual understanding. Some teachers consider student mistakes to be an opportunity to correct errors in individual student thinking.…

Descriptors: Mathematics Instruction, Misconceptions, Mathematical Concepts, Middle School Students

Barlow, Angela T.; Gerstenschlager, Natasha E.; Strayer, Jeremy F.; Lischka, Alyson E.; Stephens, D. Christopher; Hartland, Kristin S.; Willingham, J. Christopher – Mathematics Teaching in the Middle School, 2018

This article begins by describing a class scenario in which a teacher gives her students the L problem (Watanabe 2008), which involves finding the area of a composite figure. Her students inappropriately extend the area formula for rectangles (A = L x W) to composite figures by multiplying all given dimensions. After class, the teacher concluded…

Descriptors: Mathematics Instruction, Scaffolding (Teaching Technique), Teaching Methods, Problem Solving

Lynch, Sararose D.; Hunt, Jessica H.; Lewis, Katherine E. – Mathematics Teaching in the Middle School, 2018

This article demonstrates how to consider differentiating instruction for diverse learners while maintaining the cognitive demand of a mathematics task. The authors present scenarios involving hypothetical cases of students in inclusive classrooms who engaged in productive struggle within the differentiated task. The authors specifically focus on…

Descriptors: Secondary School Mathematics, Mathematics Instruction, Individualized Instruction, Student Needs

Murawska, Jaclyn M. – Mathematics Teaching in the Middle School, 2018

How can a cognitively demanding real-world task such as the Seven Billion People problem promote productive struggle "and" help shape students' mathematical dispositions? Driving home from school one evening, Jaclyn Murawska heard a commentator on the radio announce three statements: (1) experts had determined that the world population…

Descriptors: Mathematics, Computation, Mathematics Instruction, Elementary School Teachers

Townsend, Cynthia; Slavit, David; McDuffie, Amy Roth – Mathematics Teaching in the Middle School, 2018

In "Principles to Actions: Ensuring Mathematical Success for All," NCTM (2014) defines productive struggle as students delving "more deeply into understanding the mathematical structure of problems and relationships among mathematical ideas, instead of simply seeking correct solutions" (p. 48). Hiebert and Grouws (2007, p. 387)…

Descriptors: Mathematics Instruction, Mathematics Achievement, Problem Solving, Algebra

Nielsen, Maria E.; Bostic, Jonathan D. – Mathematics Teaching in the Middle School, 2018

"Principles to Actions: Ensuring Mathematical Success for All" (NCTM 2014) emphasizes eight teaching practices for effective mathematics teaching, one of which is to "use and connect multiple representations" (NCTM 2014, p. 24). An action that describes how teachers might promote this practice is to "allocate substantial…

Descriptors: Grade 8, Mathematics Activities, Teaching Methods, Educational Strategies

Lim, Kien H.; Wilson, Ashley D. – Mathematics Teaching in the Middle School, 2018

More teachers are trying out the flipped classroom model in which content is delivered outside of class time, typically through online videos and "homework," and follow-up activities are done in class. This model frees up more class time for inquiry and discussion. This article focuses on the self-learning portion of the flipped learning…

Descriptors: Mathematics Instruction, Homework, Video Technology, Educational Technology

Roy, George J.; Eli, Jennifer A.; Hendrix, Leslie; Graul, LuAnn – Mathematics Teaching in the Middle School, 2018

Students who are adept in modeling with mathematics have the capability to use mathematics in situations that arise in everyday life. The German Tank problem described in this article created the expectation that student reasoning was rooted in logical deductions (NCTM 2000). By engaging in this problem, students grappled with challenging…

Descriptors: Mathematics Instruction, Word Problems (Mathematics), Problem Solving, Mathematical Logic

White, Dorothy Y.; Gomez, Carlos Nicolas; Rushing, Fred; Hussain, Nicholas; Patel, Kristina; Pratt, Jason – Mathematics Teaching in the Middle School, 2018

Take a moment to think about the students class. What are their mathematical strengths? How can a teacher know a mathematical strength when they see it? Can teachers identify at least one mathematical strength for every student? More important, how are teachers using students' strengths in their mathematics classrooms? Teaching is a complex…

Descriptors: Mathematics Instruction, Secondary School Mathematics, Middle Schools, Communities of Practice

Leonard, Alison E.; Bannister, Nicole A. – Mathematics Teaching in the Middle School, 2018

Research suggests that embodying mathematical concepts through movement supports improvements in students' spatial fluency, communication, collaboration, critical thinking, and problem-solving skills (Alibali and Nathan 2012; Cone and Cone 2011; Sarama and Clements 2009). This article describes a dance-based strategy that middle school mathematics…

Descriptors: Transformations (Mathematics), Middle School Teachers, Mathematics Teachers, Dance

Raymond, Kate; Gunter, Melissa; Conrady, Kansas – Mathematics Teaching in the Middle School, 2018

The strategy of question generating can be used to develop communication and metacognitive skills in students, thus leading to more meaningful discourse.

Descriptors: Metacognition, Communication Skills, Skill Development, Questioning Techniques

Beigie, Darin – Mathematics Teaching in the Middle School, 2018

The author, a mathematics teacher, describes a seventh grade class where students use scientific notation to calculate how long it takes light to travel a variety of astronomical distances and then interpret the significance of their findings. Ultimately, the goal is to have students see how calculations can help answer large, almost philosophical…

Descriptors: Mathematics Instruction, Grade 7, Computation, Scientific Concepts

Smith, Margaret; Bill, Victoria; Raith, Mary Lynn – Mathematics Teaching in the Middle School, 2018

The vision of mathematics learning advocated by the National Council of Teachers of Mathematics (NCTM) for twenty-five years (1989, 1991, 2000, 2014) positions students as active learners, constructing their knowledge of mathematics through exploration, discussion, and reflection. World-class standards put into place by states and provinces over…

Descriptors: Mathematics Instruction, Teaching Methods, Success, Goal Orientation