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September 2007, Volume 14, Issue 2


Talking Mathematics
Stacy Fleming Amos
How purposeful mathematical discussions can enhance young mathematicians' construction of knowledge and their explanation of strategy use. Includes questions and ideas that a classroom teacher can use to stimulate student thinking and opening the gate for mathematical communication.

An Arts-Based Approach to Teaching Fractions
Mary Barr Goral and Lynda R. Wiest
Studies have shown that movement and music enhance learning and retention of academic content. Lessons are listed in this article that integrate kinesthetic activity and rhythm into the teaching of equivalent fractions.

Engaging Preservice Teachers and Elementary-Age Children in Transformational Geometry: Tessellating T-Shirts
Tod L. Shockey and Karen Snyder
Elementary-age children and preservice teachers learn about and use transformational geometry and creating tessellations. Tessellations and transformational geometry are taught two both groups in different ways. The elementary children create a T-shirt made from tessellations, whereas, the preservice teacher makes real world connections.

To Share or Not to Share — How Is the Question!
Pamela A. Hagen, Terra Hooyberg, Paul Marsden, Jana Simonski, and Gary Yuen
How students across various grade levels responded to the same problem-solving task and how their teachers explored the student' mathematical thinking. They used the Three-Way Sharing problem that focuses on how many different ways can cookies be shared. Student work and activities are listed and discussed.