Discusses the use of assessment to guide instruction using individual interviews, good questioning techniques, observations, and student portfolios. (MKR)

Discusses Project MATH: Good Beginnings, a staff development project for teachers in grades K-3. The staff of the program models teaching strategies used in a problem-driven curriculum that encourages student engagement. (MKR)

Suggests attaching magnets to posterboard cutouts for use on a metal demonstration board. (MKR)

Shows how motion can be used to develop children's concept of space and location. Suggests using music and children's stories for additional motivation. (MKR)

Uses the children's book, "The Rajah's Rice: A Mathematical Folktale from India," as the basis for grade-four activities involving doubling and powers of two. (MKR)

Describes a program to encourage students in grades one through three to draw illustrations for word problems and then use the pictures to help solve the problems. (MKR)

Demonstrates how students' writings can be used to inform instruction and serve as the foundation for a teacher's portfolio on improving classroom practice. (MKR)

Outlines an approach to the problem of over- or underquantification for students by teaching science as a process of collecting, organizing, and analyzing data that naturally integrates with mathematics. (MKR)

Examines fourth-grade students' responses to a performance-assessment task in which students are engaged in exploring data. Includes an "Eating Patterns" task. (MKR)

Shares a teacher's stages of selecting and revising a performance-assessment task focusing on data handling. Discusses selection and revision criteria, examining student work, reflecting on the task, and revising the final task. (MKR)

Describes situations in which children developed mathematical concepts through processes of sorting and classifying, comparing, measuring, matching with one-to-one correspondence, and enumerating. Data were gathered while observing informal discourse, during sharing sessions, and in a reading session. (MKR)

Success of a tutoring program depends on class preparation, tutor selection, tutor preparation, monitoring by the teacher, and continuous assessment of student progress. Describes the structure of a program in which fourth graders successfully tutored first graders. (MKR)

Contrasts nominal, cardinal, and ordinal uses of numbers with linguistic and historical examples. (MKR)

Discusses using what students already know about taking away objects when teaching subtraction and gives six lessons to develop language for discussing and recording subtraction situations that give meaning to the subtraction algorithm. (MKR)

Gives suggestions for incorporating journal writing into mathematics classrooms and provides examples of prompts and questions to help students write. (MKR)