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October 2008, Volume 15, Issue 3

FEATURES

Disequilibrium and Questioning in the Primary Classroom: Establishing Routines that Help Students Learn
Susan Carter
A first grade class environment created to establish routines of disequilibrium and questioning, helping students to understand that struggle can be an expected and essential part of learning. This Piagatian concept can be applied to other grades.

Read how you can use this journal article as a Professional Development Experience.

Using TARGETTS to Create Learning Environments That Support Mathematical Understanding and Adaptive Motivation
Melissa Gilbert and Lauren Musu
How to implement TARGETTS, a research-based lesson planning and analysis tool, in the mathematics classroom to enhance students' understanding and adaptive motivation (e.g., their value for, self-confidence, and focus on learning in mathematics).

Learning to Think and Thinking to Learn
Kate Kline
How do teachers create a classroom environment where thinking is primary—where thinking matters just as much as reciting facts, where facts are learned through thinking, and where they are used as the basis for further thinking?

Technology-Rich Mathematics Instruction
Kim Thach and Kimberly Norman
An instructional unit that uses technology to engage students in conceptually challenging mathematics about credit cards and interest. This lesson integrates technology as a tool for facilitating learning. This articles contains: calculating credit card costs in a chart, with a calculator, and finally, using a spreadsheet on the computer, where variables can be manipulated to understand linear equations. Includes lesson plans, student work, web sites.

Shifting Roles and Responsibilities to Support Mathematical Understanding
Pia Hansen and Donna Mathern
The journey that one elementary school took in examining the roles and responsibilities of the principal, teachers, students, and school environment in supporting mathematical understanding as described by the NCTM Standards, where students are actively engaged in diverse thinking, questioning, and reasoning strategies.  The increase in mathematical discourse was particularly helpful with English Language Learners and Special Education students. Classroom Look For Tool included, along with suggested strategies.

The Workshop Way: Creating a Stimulating Intellectual Environment
Malinda Apanay and Autumn Vavoso
Revitalizing the Workshop Cycle for the purpose of creating the intellectual environment necessary in teaching for mathematical understanding, which lies at the intersection of the NCTM Process and Content Standards. Students are at the center of their learning, as they do mathematics, and focus on thinking.  Goals for the first 4 weeks and lesson ideas are given to help students take responsibility for their own learning.

Equity for English Language Learners in the Mathematics Classroom
Gina Borgioli
A practical framework of how to equitably include English Language Learners (ELLs) in classrooms that promote teaching and learning mathematics with understanding. Focuses on tasks, tools, and classroom norms, and linking theory to practice.