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Bertolone-Smith, Claudia M.; Gillette-Koyen, Linda – Teaching Children Mathematics, 2019

The first author's initial attempts at a whole-class mathematics discussion were woefully dysfunctional. Ten second graders showing their answers to a missing addend question about the number of children left riding a school bus did not result in the mathematical epiphany that the textbook promised. She did not give up on using mathematical…

Descriptors: Mathematics Education, Mathematics Instruction, Teaching Methods, Classroom Communication

Shumway, Jessica F.; Hoggan, Jessica – Teaching Children Mathematics, 2019

The standards from the Operations and Algebraic Thinking (OA) domain in the Common Core State Standards for Mathematics (CCSSM) build on one another across the grades (CCSSI 2010). Understanding each grade level's OA standards is necessary within the broader context of the K-grade 5 OA standards. In this article, the authors share their…

Descriptors: Mathematics Instruction, Grade 2, Elementary School Students, Elementary School Mathematics

Wickstrom, Megan H.; Aytes, Tracy – Teaching Children Mathematics, 2018

Mathematical modeling is an important and accessible process for elementary school students because it allows them to use mathematics to engage with the world and consider if and when to use it to help them reason about a situation. It fosters productive struggle and twenty-first-century skills that will aid them throughout their lifetime.

Descriptors: Elementary School Mathematics, Mathematical Models, Computation, Relevance (Education)

Bray, Wendy S.; Maldonado, Luz A. – Teaching Children Mathematics, 2018

A single fact-focused number-string discussion is unlikely to result in all students adopting more flexible and efficient fact strategies; however, these authors have found that repeated engagement in such discussions over time does promote student reasoning about relationships, which in turn leads to increased fact fluency. By cultivating a…

Descriptors: Discussion, Numbers, Thinking Skills, Mathematics Instruction

Singer, Bethany; Shafer, Kathryn G. – Teaching Children Mathematics, 2018

Building physical models is a natural activity for children and provides a context for lessons on two-dimensional (2D) and three-dimensional (3D) shapes. However, children do not think of their models as prisms, cylinders, and pyramids. Their creations are spaceships, tunnels, castles, and nets on the floor. Creating these types of shapes with…

Descriptors: Kindergarten, Young Children, Mathematics Education, Mathematics Skills

Gibbons, Lynsey K.; Knapp, Melinda C.; Lind, Teresa – Teaching Children Mathematics, 2018

Curiosity about student thinking lies at the heart of great mathematics teaching. When teachers are curious about and grounded in their students' thinking, their proficiency at eliciting, interpreting, and responding to student ideas increases (NCTM 2014). Coaching conversations that focus on students' thinking can support teachers in developing…

Descriptors: Coaching (Performance), Mathematics Instruction, Instructional Effectiveness, Thinking Skills

Andrews, Delise R.; Bandemer, Karla J. – Teaching Children Mathematics, 2018

Productive mathematical conversations are a significant component of developing students' mathematical understanding and ability to effectively communicate their thinking, and the types of questions teachers ask can either hinder or advance that development. Seeking to understand students' thinking while monitoring their initial work on a task…

Descriptors: Teaching Methods, Questioning Techniques, Mathematics Instruction, Cooperative Planning

Walter, Hope A. – Teaching Children Mathematics, 2018

Discourse in mathematics classrooms has been at the forefront of mathematics reform for years. Of the eight NCTM Mathematics Teaching Practices, four relate specifically to the use of discussion, questioning, and the analysis of student thinking that is based on discourse. As an answer to the demand for discourse within many mathematics classroom,…

Descriptors: Mathematics Instruction, Classroom Communication, Learner Engagement, Academic Discourse

Thomas, Amanda – Teaching Children Mathematics, 2017

Increasing availability of digital devices in elementary school classrooms presents exciting new opportunities for teachers to support the teaching and learning of mathematics. Although many of the math applications available for these devices focus on drill and practice of mathematical procedures, screencasting apps can help support effective…

Descriptors: Teaching Methods, Vignettes, Elementary School Mathematics, Mathematical Applications

Billings, Esther M. H. – Teaching Children Mathematics, 2017

Arithmetic is a major mathematical focus in elementary school curriculum, and researchers such as Mason (2008) claim that "algebraic thinking is required in order to make sense of arithmetic" (p. 58). When adding, subtracting, multiplying, and dividing, learners must rely on a small set of fundamental properties also important for the…

Descriptors: Algebra, Thinking Skills, Mathematics Instruction, Arithmetic

Gresham, Gina; Shannon, Tracy – Teaching Children Mathematics, 2017

Mathematics discourse is a teaching approach that encourages student discussion and reveals an understanding of concepts as students engage in mathematical reasoning and debate (Cobb 2006). Grabowski and Ke (2007) posit that students have significantly higher achievement and positive attitudes toward mathematics after participating in gaming…

Descriptors: Grade 1, Elementary School Mathematics, Mathematics Skills, Mathematics Achievement

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

McCormick, Kelly K.; Twitchell, Guinevere – Teaching Children Mathematics, 2017

Young children thrive in classrooms that allow them to explore and discover their environment and interests and also support them in this learning. Because children learn best when they are interested and excited, early-childhood educators should offer children play-based, integrated mathematical experiences (NRC 2009). In this article, the…

Descriptors: Investigations, Active Learning, Student Projects, Preschool Children

Bahr, Damon L.; Bahr, Kim – Teaching Children Mathematics, 2017

Many teachers try to engage their students in meaningful mathematical discussions in which one or more students share their thinking about a problem while the other students are expected to listen and learn from the sharing. Indeed, such discussions can help students learn from one another and promote high levels of mathematical proficiency.…

Descriptors: Mathematics Instruction, Discussion (Teaching Technique), Mathematics Teachers, Learner Engagement

Fagan, Emily R.; Tobey, Cheryl Rose; Brodesky, Amy R. – Teaching Children Mathematics, 2016

This article introduces the formative assessment probe--a powerful tool for collecting focused, actionable information about student thinking and potential misconceptions--along with a process for targeting instruction in response to probe results. Drawing on research about common student mathematical misconceptions as well as the former work of…

Descriptors: Formative Evaluation, Individualized Instruction, Mathematics, Mathematics Instruction