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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

Coomes, Jacqueline; Lee, Hyung Sook – Mathematics Teaching in the Middle School, 2017

Mathematics teachers want to empower students as mathematical thinkers and doers (NCTM 2000). Specific ways of thinking and doing mathematics were described in the Process Standards (NCTM 2000); they were further characterized as habits of mind (Mark, Goldenberg, and Sword 2010); and more recently, they were detailed in the Common Core's Standards…

Descriptors: Mathematics Instruction, Student Empowerment, Formative Evaluation, Mathematics Skills

Duckor, Brent; Holmberg, Carrie; Becker, Joanne Rossi – Mathematics Teaching in the Middle School, 2017

Research on teacher professional learning has shown that formative assessment can improve student learning more than most instructional practices. Empirical evidence indicates that thoughtfully implemented formative assessment practices improve students' learning, increase students' scores, and narrow achievement gaps between low-achieving…

Descriptors: Formative Evaluation, Mathematics, Mathematics Instruction, Mathematics Teachers

Accardo, Amy L.; Kuder, S. Jay – Mathematics Teaching in the Middle School, 2017

Mr. Perez and Mrs. Peterson co-teach a ninth-grade algebra class. Perez and Peterson's class includes four students with individualized education programs (IEPs). In response to legislation, such as the No Child Left Behind (NCLB) Act (2001) and the Individuals with Disabilities Education Improvement Act (2006), an increasing number of students…

Descriptors: Grade 9, Mathematics Instruction, Mathematics Achievement, Algebra

Ebby, Caroline B.; Petit, Marjorie – Mathematics Teaching in the Middle School, 2017

A learning trajectory describes the progression of student thinking and strategies over time in terms of sophistication of both conceptual understanding and procedural fluency. Currently, learning trajectories exist in the research literature for many mathematical domains, including counting, addition and subtraction, multiplicative thinking,…

Descriptors: Formative Evaluation, Mathematics Instruction, Mathematics Teachers, Mathematical Concepts

Fischman, Davida; Wasserman, Kelli – Mathematics Teaching in the Middle School, 2017

Lesson study cultivates teachers' capacity for formative assessment by placing student thinking front and center throughout. Lesson study is a form of professional development in which a team of teachers determines a mathematical focus, collaboratively studies student thinking about the topic, designs a lesson about this content, implements the…

Descriptors: Lesson Plans, Faculty Development, Formative Evaluation, Teaching Methods

Czocher, Jennifer A.; Moss, Diana L. – Mathematics Teaching in the Middle School, 2017

This article presents the Snail problem, a relatively simple challenge about motion that offers engaging extensions involving the notion of infinity. It encourages students in grades 5-9 to connect mathematics learning to logic, history, and philosophy through analyzing the problem, making sense of quantitative relationships, and modeling with…

Descriptors: Mathematical Concepts, Motion, Concept Formation, Problem Solving

Boyle, Justin D.; Kaiser, Sarah B. – Mathematics Teaching in the Middle School, 2017

All students should be provided with opportunities to develop conceptual understanding prior to procedural fluency. To develop students' conceptual understanding, teachers must learn such skills as how to select, plan, and enact cognitively demanding tasks (CDT) and to evaluate evidence of student learning. Therefore, teachers need opportunities…

Descriptors: Mathematics Instruction, Mathematical Concepts, Concept Formation, Skill Development

Hodge, Lynn Liao; Walther, Ashley – Mathematics Teaching in the Middle School, 2017

Although it is not a new idea, discourse continues to be a topic of discussion among teachers, teacher educators, and researchers in mathematics education. The National Council of Teachers (NCTM) and the Common Core State Standards for Mathematics (CCSSM 2010) describe mathematics classrooms as discourse communities in which whole-class…

Descriptors: Mathematics Instruction, Group Discussion, Discussion (Teaching Technique), Problem Solving