The authors of this article describe a hands-on program that they developed after their attendance at the NCTM Algebra Academy. The article explains how teachers can use literature to capture youngsters' attention and engage them in interactive mathematical activities.

After experiencing a Developing Mathematical Ideas ( DMI ) class on the construction of algebraic concepts surrounding zero and negative numbers, the author conducted an interview with a first grader to determine the youngster's existing level of understanding about these topics. Uncovering young students' existing understanding can provide focus when teachers approach new topics.

The author describes a way to use the popular puzzle Sudoku to teach logical reasoning skills through the use of an interactive bulletin board, as well as ways for classroom teachers to differentiate the activity to meet the needs of diverse learners.

 

This article provides insight into how teachers can listen to students' stories about themselves and mathematics to understand the characteristics that students attribute to themselves. The article also explains how to use stories to inspire and motivate children in mathematics.

Teachers describe working collaboratively to plan mathematics lessons in a technology-rich environment. Addressing the needs of their diverse students, in particular, English Language Learners and students with special needs, the authors discuss how a technology-rich learning environment influences critical features of the classroom. They use classroom examples to show how technology tools amplify opportunities for extending mathematical thinking.

A framework for selecting and designing case-based tasks suitable for professional development of mathematics teachers in order for such tasks to lead to substantial learning. The authors share an example they designed and used in content courses and give an account of the impact on their work and on students' learning.