This article describes a year-long professional development institute combined with a summer camp for students. Both were designed to help teachers and students develop their problem-solving and problem-posing abilities.

Instructional settings are developed for conceptual understanding of measurement for the fourth-grade students to engage limited English proficient (LEP) students in effectively communicating about mathematics. When naturally enticed to compare solutions, the students were motivated to explain their mathematical thinking and understand the…

A mathematics curricula "Have a Heart problem" characteristically expect students to work numerically with formulas and unit conversions, assuming that they have had enough experience measuring lengths and areas physically. However, the problem shows the pitfalls of working numerically without the proper conceptual foundations.

Students can be provided opportunities to build both English and mathematical proficiency through reading, discussing and extending mathematics-related books. The experience of a teacher through which she expanded her instructional use of mathematics-related literature is described, which was equally valuable for English Language Learners and…

The open-ended assessment item supports students in achieving mathematical understanding that the National Council of Teachers of Mathematics (NCTM) advocates. The items encourage students to demonstrate their understanding in creative and informative ways.

Students in the classroom should be provided with engaging activities for improving their computational fluency, making effective use of time, and as a medium of self-motivation. Games such as Contig, the 24 Game, and Number Jumbler are useful for practicing basic facts and computational fluency of mathematics.

Children begin to develop mathematical thinking before they enter school. Art, baking, playing with blocks, counting numbers, games, puzzles, singing, playing with pretend money, water play all these early mathematical experiences help the children to learn in the elementary school years.

Describes how the current mathematics education reform principles are implemented in a third-grade classroom. Focus areas include how to conduct whole-group discussion and examination of children's thought processes. (AIM)

Describes a unit of study that promotes environmental mathematics. Automobile license plates are used for practice in classifying, examining the place value of digits, analyzing the numbers on the plates, and measurement. (AIM)

This activity for grades three through six determines how to identify the gross tonnage of a ship by measuring volume in cubic feet. During the problem-solving process, students construct and use a tool for measuring volume, derive a formula based on data collected, and compare their data with a given set of statistics. (AIM)

Describes a teaching experience with 3rd, 4th, and 5th grade students who participated in a project designed to give students opportunities to use a variety of mathematical skills while creating a peaceful community of friends. Concludes with ideas for adapting the project for other occasions and involving other mathematics skills. (KHR)

Discusses a content-integration program in which Spanish is introduced while mathematics and other subjects are reinforced, creating a winning combination for students, teachers, and preservice teachers alike. (Author/NB)

A four-day exploration of mathematics provides a learning opportunity for students to practice number sense, multiplication and division skills. The students designed the gardening theme to explore the topic of multiplication using the array model, and see the application of mathematics to their everyday life.

A new textbook was considered which included engaging, carefully sequenced problems to help students develop skill and understanding of division. The teacher's manual encouraged Boerst to provide opportunities for the students to share multiple methods for division in order to reinforce the idea that many ways exist to solve mathematical problems.

Recognition of the relevance of mathematics in their daily lives is essential for students. A second grade class was engaged in an economics unit in which they had discussed the use of money with various combinations of coins equivaling 15 cents.