Share

August 2007, Volume 14, Issue 1

 FEATURES Grade-Level Learning Expectations: A New Challenge for Elementary Mathematics TeachersBarbara Reys, Kathryn Chval, Shannon Dingman, Melissa McNaught, Troy Regis, Junko TogashiThe similarities and differences in grade-level learning expectations for fourth graders in ten different states that publish mathematics standards. Ninety Percent of the Game Is Half MentalLeslie Garrison, Gregorio Ponce, and Olga AmaralAn illustration of effective instructional strategies for English Language learners. Problem solving and conceptual development are discussed, along with sample problems and examples of student work. The Power of String: Building a Conceptual Foundation for Measuring RateLinda Polhemus Lucey, Sybillyn Jennings, Peter Olson, Lester Rubenfeld, and Aliya E. HolmesHow students build a conceptual foundation for measuring rate through the use of engineering devices such as: Lego robotics, interactive, multimedia, and a simple string.  Student work and data collections samples are also discussed. Interpreting the Standard Division Algorithm in a Candy Factory ContextJeff Gregg and Diana GreggThe difficulties preservice teachers experience when they try to make sense of the standard division algorithm. Article also describes a realistic context that we have found productive in helping our students think about why the algorithm works and the role of place value in the algorithm.  Additionally, real world connections and student work are used to bring meaning to the problems in the elementary classroom. Rulers of Different Colors: Inquiry into MeasurementLesa Covington Clarkson, Beth Robelia, Iman Chahine, Michelle Fleming, and Frances LawrenzA lesson that focuses on students' difficulties with linear measurement while addressing national mathematics and science standards. An overview of the lesson on rulers of different colors is listed for implementation by a classroom teacher. Context in Mathematics Learning: Problems and PossibilitiesJi-Eun LeeAn instructional idea that facilitates the students' active participation in the problem analysis process using insufficient or contradictory problem contexts. Sample worksheet, lesson plan and problems are discussed. Seeing Students' Knowledge of Fractions: Candace's Inclusive ClassroomCandace Chick, Cornelia Tierney, and Judy StoreygardA fifth-grade teacher describes what she learned from observing two students in her inclusive classroom with different learning styles and kinds of understanding as they solve traditional fraction problems using a clock face.

 Departments Math by the MonthMath by the Month: A Healthy Start Problem SolversProblem Solvers: From Leaks to Liters: Estimating Water Loss and Solutions to the Terrific Trapezoids Problem From the ClassroomFrom the Classroom: Memorable Menu Math: The Journey from Teaching Procedurally to Teaching Conceptually Reviewing and ViewingReviewing and Viewing: Back-to-School Resources