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Skinner, Abbe; Louie, Nicole; Baldinger, Evra M. – Teaching Children Mathematics, 2019

One of the most important jobs mathematics teachers have is supporting students and helping them to develop confidence in their own capabilities as mathematical thinkers. Children who do not believe in themselves are unlikely to share their ideas, persevere through challenges, or take risks that lead to new insights. Yet many students have no…

Descriptors: Mathematics Instruction, Mathematics Skills, Mathematics Teachers, Teacher Student Relationship

Livers, Stefanie D.; Harbour, Kristin E.; Fowler, Lindsey – Teaching Children Mathematics, 2019

In this article, Lindsey Fowler describes how an animal rhyme--that she shared with her fifth-grade students with the intention of assisting them with the concept of metric conversions--made fostering the Standards for Mathematical Practice (SMP) more difficult. The addition of animals, which added an extraneous element that students mistakenly…

Descriptors: Mathematics Instruction, Grade 5, Metric System, Mathematical Concepts

Suh, Jennifer; Birkhead, Sara; Farmer, Rachelle Romero; Galanti, Terrie; Nietert, Alexandrea; Bauer, Tyler; Seshaiyer, Padmanabhan – Teaching Children Mathematics, 2019

The sandwich problem described in this article would likely be considered more appropriate for third grade or above. However, as members of the research team for a lesson study involving teachers from kindergarten through fourth grade, the authors saw kindergarten students rise to the challenge. The authors invite readers to review two scenarios,…

Descriptors: Elementary School Mathematics, Kindergarten, Young Children, Mathematics Instruction

Adams, Anne E.; Ely, Rob; Yopp, David – Teaching Children Mathematics, 2017

The twenty-first century has seen an increased call to train students to craft mathematical arguments. The third of the Common Core's (CCSS) Standards for Mathematical Practice (SMP 3) (CCSSI 2010) calls for all mathematically proficient students to "construct viable arguments" to support the truth of their ideas and to "critique…

Descriptors: Mathematics Instruction, Persuasive Discourse, Teaching Methods, Common Core State Standards

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

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

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

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

Panorkou, Nicole; Maloney, Alan P. – Teaching Children Mathematics, 2016

In a classroom teaching experiment, we explored fifth graders' ability to identify relationships in and between two patterns--what we may refer to as functional relationships. Conventional functions curricula are dominated by defining relationships between two patterns via a rule, describing how to find y or f(x) given a particular value for x…

Descriptors: Mathematics Instruction, Teaching Methods, Grade 5, Elementary School Mathematics

Battreal, Vanessa M.; Brewster, Vanessa; Dixon, Juli K. – Teaching Children Mathematics, 2016

After teaching the concept of division with remainders for many years, Vanessa Battreal, Vanessa Brewster, and Juli Dixon noticed that interpreting remainders in contextualized problems is particularly challenging for elementary school students. To effectively interpret remainders, students must attend to problem context and consider carefully…

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

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

Bostiga, Shannon E.; Cantin, Michelle L.; Fontana, Cristina V.; Casa, Tutita M. – Teaching Children Mathematics, 2016

Communication is a critical skill for students to possess in preparation for college and their future careers. One way for students to communicate their ideas in all content areas is through writing. The English language arts portion of the Common Core State Standards (CCSSI 2010a) specifically states that students need to understand perspectives…

Descriptors: Mathematics Instruction, Communication Skills, Content Area Writing, Common Core State Standards

Store, Jessie C.; Richardson, Kerri D.; Carter, Tyrette S. – Teaching Children Mathematics, 2016

Based on a study with six elementary school teachers and 115 students in grades 3, 4, and 5, this article discusses ways that teachers might support an understanding of variable as students explore pattern-finding activities. The practices emerged from interviews with teachers and a yearlong observation of teaching algebraic thinking during an…

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

Rumsey, Chepina; Langrall, Cynthia W. – Teaching Children Mathematics, 2016

The Standards for Mathematical Practice (SMP) in the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) highlight the mathematical habits that educators should be fostering in mathematics classrooms throughout K-grade 12 education. That argumentation and discourse are important components of developing mathematically proficient…

Descriptors: Mathematics, National Competency Tests, Mathematics Tests, Academic Standards

Markworth, Kimberly A. – Teaching Children Mathematics, 2016

A "repeating pattern" is a cyclical repetition of an identifiable core. Children in the primary grades usually begin pattern work with fairly simple patterns, such as AB, ABC, or ABB patterns. The unique letters represent unique elements, whereas the sequence of letters represents the core that is repeated. Based on color, shape,…

Descriptors: Kindergarten, Grade 1, Grade 2, Mathematics Teachers