Share
Pin it!
Google Plus



December 2012, Volume 19, Issue 5

FEATURES

Multidimensional Assessment of CCSSM
Sarah K. Bleiler and Denisse R. Thompson
Measuring student understanding of math concepts in this manner offers insight into the robustness of their knowledge, particularly of the Common Core State Standards for Mathematics.

Choreographing Patterns and Functions
Zachary Hawes, Joan Moss, Heather Finch, and Jacques Katz
Young students dance their way through a multifaceted differentiated approach to early algebra instruction.

Appendix: A lesson overview for a one-month patterning unit (PDF)

Engaging Reluctant Problem Solvers
Sydney M. Holbert and Angela T. Barlow
To support all students in meeting the Common Core’s Standards for Mathematical Practice, consider the key features of tasks without words.
Second Look:
Increasing Communication during Problem-Solving

Tales, Tasks, Tools, and Talk- FREE PREVIEW!
Timothy S. McKeny and Gregory D. Foley
Reflect and Discuss Engage children in literature to pique their interest in quantity concepts, develop their fluency in measurement processes, and establish their quantitative literacy.

Second Look - Increasing Communication during Problem-Solving

Promoting Communication in the Mathematics Classroom
The importance of children representing their mathematical understanding in many different ways. These modes of communication include building, writing, drawing, and talking.

On the Write Path: Improving Communication in an Elementary Mathematics Classroom
The process that teachers used to increase communication during problem-solving investigations. It demonstrates examples of students’ struggles and successes.

Students THINK: A Framework for Improving Problem Solving
The results of research about students' and teachers' use of an interaction framework (THINK) to guide group communication about problem solving. Students who used the THINK framework demonstrated greater gains in problem-solving achievement than students who did not use the framework. Teachers reading this article will understand the THINK framework and how to apply it to classroom use.

Illuminations Lesson: What Is Your Favorite?
Students make human bar graphs and circle graphs, then draw them on paper and use a Web site to generate them. Posing and answering questions using the graphs will give the students an opportunity to apply their problem-solving and communication skills. They will also find the mode for a set of data.

Communication Standard for Pre-K through Grade 2
Children begin to communicate mathematically very early in their lives. They want more milk, a different toy, or three books. The communication abilities of most children have developed tremendously before they enter kindergarten. This growth is determined to a large extent by the children's maturity, how language is modeled for them, and their opportunities and experiences. Verbal interaction with families and caregivers is a primary means for promoting the development of early mathematical vocabulary.

Communication Standard for Grades 3-5
The ability to read, write, listen, think, and communicate about problems will develop and deepen students' understanding of mathematics. In grades 3–5, students should use communication as a tool for understanding and generating solution strategies. Their writing should be more coherent than in earlier grades, and their increasing mathematical vocabulary can be used along with everyday language to explain concepts. Depending on the purpose for writing, such as taking notes or writing to explain an answer, students' descriptions of problem-solving strategies and reasoning should become more detailed and coherent.