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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
Tamargo, Vi; Johnston, Tod – Teaching Children Mathematics, 2019
The right types of technology can create new opportunities for students to demonstrate mathematical understandings and can strengthen existing formative assessment practices. The authors write that they frequently use the Math Learning Center apps--covering the range of manipulatives and models--to empower students to explain their thinking. The…
Descriptors: Computer Oriented Programs, Mathematics Instruction, Grade 2, Elementary School Students
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
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)
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
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
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
Switzer, J. Matt – Teaching Children Mathematics, 2016
National Council of Teachers of Mathematics' (NCTM's) "Principles to Actions: Ensuring Mathematical Success for All" outlines eight teaching practices for effective teaching and learning of mathematics (NCTM 2014). One of the teaching practices, "elicit and use evidence of student thinking," states, "Effective teaching of…
Descriptors: Mathematics Instruction, Teaching Methods, Thinking Skills, Mathematical Logic
Buchholz, Lisa M. – Teaching Children Mathematics, 2016
Several detours prompted me to find time in an overcrowded school day to incorporate important, powerful, daily, whole-class application of fact strategies. A few years ago, I embarked on a journey with my second graders, a journey through the strategies for mental computation of addition and subtraction facts. The focus of that journey was to…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Grade 2, Computation
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
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)