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August 2007, Volume 14, Issue 1


Grade-Level Learning Expectations: A New Challenge for Elementary Mathematics Teachers
Barbara Reys, Kathryn Chval, Shannon Dingman, Melissa McNaught, Troy Regis, Junko Togashi
The 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 Mental
Leslie Garrison, Gregorio Ponce, and Olga Amaral
An 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 Rate
Linda Polhemus Lucey, Sybillyn Jennings, Peter Olson, Lester Rubenfeld, and Aliya E. Holmes
How 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 Context
Jeff Gregg and Diana Gregg
The 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 Measurement
Lesa Covington Clarkson, Beth Robelia, Iman Chahine, Michelle Fleming, and Frances Lawrenz
A 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 Possibilities
Ji-Eun Lee
An 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 Classroom
Candace Chick, Cornelia Tierney, and Judy Storeygard
A 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.