Using Research to Develop Computational Fluency in Young Mathematicians
A teacher's journey to improve her teaching of mathematics by conducting classroom-based inquiry to meet the specific mathematical needs in her second grade classroom. Her process to develop and improve computational fluency through research-based methods is detailed.
Developing Understanding of Fractions through Pattern: Blocks and Fair Trade
Cheryl Roddick, Christina Silvas-Centeno
The design process and implementation of a hands-on unit on fractions in the sixth grade. The unit uses pattern blocks to help students develop conceptual understanding of fractions. Student misunderstandings and outcomes are presented, as well as the teacher's perspective on the impact on her classroom.
One Elementary School's Journey from Research to Practice
Donna Mathern, Pia Hansen
The journey one elementary school took to implement a standards-based mathematics program and increase student achievement by putting research into action, thus causing a school-wide transformation.
Making Cute Count
A holiday quilt project in a kindergarten classroom becomes a focus for exploring patterns, shapes, measurement, spatial relationships, and number sense. Cooperative learning, small group work, problem solving, and communication of mathematical ideas enhance the completion of the project.
Tying It All Together: Classroom Practices That Promote Mathematical Proficiency for All Students
The five important strands in building mathematical proficiency for all students are: (1) Conceptual Understanding, (2) Procedural Understanding (3) Strategic Competence, (4) Adaptive Reasoning, and (5) Productive Disposition. (National Research Council, 2001). The article also includes suggested classroom activities and student work to enhance teaching and learning with the five strands.
Thinking about Learning Trajectories in Preschool
Carmen Brown, Julie Sarama, Douglas Clements
Learning trajectories (routes, curves) in preschool and how they helped a teacher develop goals and objectives for her students’ mathematical knowledge. Learning trajectories have three parts: a mathematical goal, a developmental path, and a set of activities matched to each of those levels. Activities and a teacher's explanation are included.