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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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Kurz, Terri L.; Robles, Rolando – Teaching Children Mathematics, 2016
To improve access to STEM curriculum, an activity was planned that presents the opportunity to design and build using gears and other tools. In this challenge, preservice elementary school teachers were asked to mathematically analyze gears and create an amusement park ride that uses gears to spin. Although this lesson was implemented with…
Descriptors: Elementary School Mathematics, STEM Education, Mathematics Activities, Preservice Teachers
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Meikle, Erin M. – Teaching Children Mathematics, 2016
Many teachers are using the Five Practices model to guide them in orchestrating whole-class mathematics discussions that focus on understanding: (1) anticipate an array of possible student-generated solution strategies to a mathematical task before implementing the lesson; (2) monitor students' work as they grapple with the task; (3) select a…
Descriptors: Mathematics Instruction, Teaching Methods, Methods Courses, Elementary School Mathematics
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Poling, Lisa L.; Goodson-Epsy, Tracy; Dean, Chrystal; Lynch-Davis, Kathleen; Quickenton, Art – Teaching Children Mathematics, 2015
The role of teacher education is to initiate purposeful conversation regarding specific content, to provide the scaffold for which preservice teachers can begin to understand the subject matter for the purpose of teaching, and to acknowledge gaps in their conceptual knowledge (Grossman and Shoenfeld with Lee 2005). Teacher candidates may enter…
Descriptors: Mathematics Instruction, Mathematics Teachers, Preservice Teacher Education, Preservice Teachers
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Philipp, Randolph A.; Hawthorne, Casey – Teaching Children Mathematics, 2015
Although fraction operations are procedurally straightforward, they are complex, because they require learners to conceptualize different units and view quantities in multiple ways. Prospective secondary school teachers sometimes provide an algebraic explanation for inverting and multiplying when dividing fractions. That authors of this article…
Descriptors: Mathematics Instruction, Teaching Methods, Mathematical Concepts, Secondary School Teachers
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McCormick, Kelly K. – Teaching Children Mathematics, 2015
To be able to support meaningful mathematical experiences, preservice elementary school teachers (PSTs) must learn mathematics in deep and meaningful ways (Ma 1999). They need to experience investigating and making sense of the mathematics they will be called on to teach. To expand their own--often limited--views of what it means to teach and…
Descriptors: Mathematics Instruction, Mathematical Concepts, Preservice Teachers, Elementary School Teachers
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Ponce, Gregorio A. – Teaching Children Mathematics, 2015
Composing and decomposing numbers with base-ten blocks depends on children being able to see ten both as ten units and as one group of ten units (a long), cognizant that its value is the same in either case. Being able to see, or deciding when to see, an object or collection of objects as a unit is a key skill that children must develop to solve…
Descriptors: Preservice Teachers, Mathematics Skills, Mathematics Instruction, Number Concepts
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Kurz, Terri L.; Serrano, Alejandra – Teaching Children Mathematics, 2015
To support students' development of concepts in mathematics, the use of technology is often encouraged (Common Core State Standards Initiative [CCSSI] 2010). Technology can contextualize learning and provide a meaningful setting for mathematical ideas. Most teachers are supportive regarding the use of technology to encourage learning and…
Descriptors: Mathematics Instruction, Mathematical Concepts, Concept Formation, Teaching Methods
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Jong, Cindy; Magruder, Robin – Teaching Children Mathematics, 2014
Having a deeper understanding of division derived from multiple models is of great importance for teachers and students. For example, students will benefit from a greater understanding of division contexts as they study long division, fractions, and division of fractions. The purpose of this article is to build on teachers' and students'…
Descriptors: Arithmetic, Mathematics Instruction, Mathematical Applications, Word Problems (Mathematics)
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Mistretta, Regina M. – Teaching Children Mathematics, 2013
Parents can positively impact children's learning of mathematics. To productively engage families in the learning process, teachers must support such interpersonal relationships. The author describes the investigative work of a group of teacher candidates as they sought to attain such understanding. Eighteen preservice teachers, who were…
Descriptors: Preservice Teacher Education, Field Experience Programs, Parent Surveys, Parent Attitudes
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Hart, Lynn C. – Teaching Children Mathematics, 2006
A new mathematical tool, known as Engage, Explore, Explain (EEE) model, was developed that was simple for teachers to use, could guide them as they planned exploratory experiences, and was useful to teach mathematics for understanding. The EEE model provides a lesson structure for teachers to use with almost any mathematics topic and can easily be…
Descriptors: Mathematics Instruction, Teaching Methods, Mathematical Models