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September 2008, Volume 15, Issue 2


Prove It! Engaging Teachers as Learners to Enhance Conceptual Understanding
Julie Sweetland and Meghann Fogarty
Professional development strategies to heighten teachers' awareness of the difference between procedural knowledge and conceptual understanding.  Upon reading this article, teachers should learn to differentiate between the two different kinds of knowledge.

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

We All Have Something That Has to Do with Tens: Counting School Days, Decomposing Number, and Determining Place Value
Anne Goodrow and Kasia Kidd
How the activity of decomposing numbers—having students write numerical expressions equivalent to the number of days in school—can help students develop an understanding of place value. Examples are included that show teahers how to use this activity in the classroom.

Students Control Their Own Learning: A Metacognitive Approach
Ellen Wieser
An effective strategy to encourage students to accurately self-evaluate their understanding of different mathematical concepts both before and after assessments. Contains student examples of pre- and post-assessments as well as an activity sheet to be used with a diverse group of student learners.

Assessing Student Thinking about Arithmetic: Videotaped Interviews
David Ellemor-Collins and Robert Wright
An approach to detailed assessment involving videotaping clinical interviews. The authors highlight strengths of this approach to help teachers understand children's thinking, inform instruction, and further professional learning.

Using Your Inner Voice to Guide Instruction
Doris Mohr, Crystal Walcott, and Signe Kastberg
This article describes a tool used to analyze student work and provides activity suggestions to guide instruction based on teacher findings. Includes several student examples for teachers to use in the classroom.