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Barlow, Angela T.; Gerstenschlager, Natasha E.; Harmon, Shannon E. – Teaching Children Mathematics, 2016
In this article, three instructional situations demonstrate the value of using an "unknown" student's work to allow the advancement of students' mathematical thinking as well as their engagement in the mathematical practice of critiquing the reasoning of others: (1) introducing alternative solution strategies; (2) critiquing inaccuracies…
Descriptors: Mathematical Logic, Mathematics Activities, Mathematics Instruction, Mathematics Skills
Cavey, Laurie O.; Kinzel, Margaret T. – Teaching Children Mathematics, 2014
Teachers report that engaging students in solving contextual problems is an important part of supporting student understanding of algorithms for fraction division. Meaning for whole-number operations is a crucial part of making sense of contextual problems involving rational numbers. The authors present a developed instructional sequence to…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Secondary School Mathematics, Preservice Teacher Education
Kurz, Terri L. – Teaching Children Mathematics, 2013
In 2000, the "National Council of Teachers of Mathematics" recommended that Algebra Standards, "instructional programs from prekindergarten through grade 12 should enable all students to use mathematical models to represent and understand quantitative relationships." In this article, the authors suggest the "Balance"…
Descriptors: Algebra, Technology Uses in Education, Academic Standards, Numbers
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
Kinzer, Cathy Jeanne; Virag, Lisa; Morales, Sara – Teaching Children Mathematics, 2011
How can a teacher use the practice of reflection to create rich mathematical learning environments that are engaging to students? In such environments, one can hear and see a seamless integration of Problem Solving, Reasoning and Proof, Communication, making mathematical Connections, and Representation (the NCTM Process Standards) through Number…
Descriptors: Feedback (Response), Teaching Methods, Reflection, Classroom Environment
Callahan, Kadian M. – Teaching Children Mathematics, 2011
Standards documents, such as the Common Core State Standards for Mathematics and "Principles and Standards for School Mathematics", expect teachers to foster mathematics learning by engaging students in meaningful mathematical discourse to expose students to different ways of thinking about and solving problems and positively influence their…
Descriptors: Preservice Teachers, Mathematics Education, State Standards, Cognitive Processes