Bloghttp://www.nctm.org/rss/rssfeeds.aspx?fid=5532 Transforming the Culture of Math: Developing Students as Powerful Mathematical Thinkershttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Transforming-the-Culture-of-Math_-Developing-Students-as-Powerful-Mathematical-Thinkers/<p>
</p><p>Jancey Clark concludes her series on
transforming the math class environment. </p><p>
</p>nctm@nctm.org (Customer Service)Mon, 13 Nov 2017 10:26:01 GMTTransforming the Culture of Math: Routines for Making Thinking Visiblehttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Transforming-the-Culture-of-Math_-Routines-for-Making-Thinking-Visible/<p>Jancey
Clark shares her mathematical transformation and then challenges other teachers
to build their own math confidence, which will empower them to create a
classroom environment rich in student mathematical thinking.</p>nctm@nctm.org (Customer Service)Fri, 27 Oct 2017 16:58:36 GMTTransforming the Culture of Mathhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Transforming-the-Culture-of-Math/<p>Jancey Clark shares her mathematical
transformation and then challenges other teachers to build their own math
confidence, which will empower them to create a classroom environment rich in
student mathematical thinking.</p>nctm@nctm.org (Customer Service)Mon, 02 Oct 2017 10:30:53 GMTUsing Data Stories to Reflect on the Learning, Part 2http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Using-Data-Stories-to-Reflect-on-the-Learning,-Part-2/<p>Jordan Benedict challenges readers to make use of data to tell the story
of student learning during the course of the school year.</p>nctm@nctm.org (Customer Service)Thu, 07 Sep 2017 15:31:08 GMTUsing Data Stories to Reflect on the Learning: Part 1http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Using-Data-Stories-to-Reflect-on-the-Learning_-Part-1/Jordan Benedict challenges readers to make use of data to tell the story
of student learning during the course of the school year.nctm@nctm.org (Customer Service)Tue, 22 Aug 2017 16:32:15 GMTOur Students and Their Mathematical Ideashttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Our-Students-and-Their-Mathematical-Ideas/<p>In this blog post, Zachary Champagne discusses his fundamental belief that every student who walks into our classrooms has important mathematical ideas.</p>nctm@nctm.org (Customer Service)Wed, 09 Aug 2017 12:10:32 GMTMathematics Learning Goals Serve as a Guidehttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Mathematics-Learning-Goals-Serve-as-a-Guide/<p>In this follow-up post, Victoria Bill and Laurie Speranzo share how writing mathematical learning goals have helped them make student math talk more productive.</p><p> </p>nctm@nctm.org (Customer Service)Mon, 31 Jul 2017 10:22:53 GMTUsing Talk to Make Sense of Mathematicshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Using-Talk-to-Make-Sense-of-Mathematics/Encouraging students to talk about mathematics opens opportunities for teachers to learn about their students’ thinking and mathematical reasoning.nctm@nctm.org (Customer Service)Mon, 17 Jul 2017 11:49:22 GMTSometimes, We Need to Give Them Lesshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Sometimes,-We-Need-to-Give-Them-Less/<p>In this blog post, Zachary Champagne challenges teachers to
consider whether our efforts to “be helpful” actually impede students stretching
their ability to reason mathematically and make sense of problems.</p>nctm@nctm.org (Customer Service)Tue, 27 Jun 2017 10:27:20 GMTHow Might Our Beliefs Impact Our Identity as Mathematics Educators? Part 2http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/How-Might-Our-Beliefs-Impact-Our-Identity-as-Mathematics-Educators_-Part-2/<p>In this two-part
series, the authors explore whether we base our instructional practices on what
we believe as professional mathematics educators or we simply perpetuate practices
that we experienced as students.</p>nctm@nctm.org (Customer Service)Mon, 19 Jun 2017 08:25:55 GMTHow Might Our Beliefs Impact Our Identity as Mathematics Educators? Part 1http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/How-Might-Our-Beliefs-Impact-Our-Identity-as-Mathematics-Educators_-Part-1/In this two-part series, the authors explore whether we base our
instructional practices on what we believe as professional mathematics
educators or we simply perpetuate practices that we experienced as students.nctm@nctm.org (Customer Service)Fri, 02 Jun 2017 16:15:53 GMTAnalyzing and Designing Story Problems That Matterhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Analyzing-and-Designing-Story-Problems-That-Matter/<p>Carefully selecting or creating problems
posed to students is an important responsibility because they can influence
students’ experiences with mathematics. </p>nctm@nctm.org (Customer Service)Thu, 18 May 2017 16:11:21 GMTNumber Choice Mattershttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Number-Choice-Matters/This is the third and final blog post in a
series that examines various characteristics of word problems.nctm@nctm.org (Customer Service)Thu, 04 May 2017 10:18:28 GMTSex, Lies, and Word Problemshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Sex,-Lies,-and-Word-Problems/In the
previous post, we explored the pros and cons of using food as a context in
school mathematics word problems. In this post, we will explore what sex,
sexuality, and gender have to do with mathematics teaching and learning.nctm@nctm.org (Customer Service)Wed, 19 Apr 2017 09:44:59 GMTConsider the Contexthttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Consider-the-Context/This
is the first in a new series of blog posts. The focus of the series is on
analyzing and designing tasks as well as rich problem-solving contexts that are
valuable for our students.nctm@nctm.org (Customer Service)Wed, 05 Apr 2017 10:19:47 GMT“This is easy”: The little phrase that causes big problemshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/“This-is-easy”_-The-little-phrase-that-causes-big-problems/Tracy J. Zager has adapted this posting from her
2017 book, <a href="https://www.stenhouse.com/content/becoming-math-teacher-you-wish-youd-had"><i>Becoming the Math Teacher You Wish You’d Had:</i></a><i> Ideas and Strategies from Vibrant Classrooms</i> (Stenhouse
Publishers, Portland, Maine).nctm@nctm.org (Customer Service)Wed, 22 Mar 2017 14:09:05 GMTWatching Classroom Video Productively, Part 2http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Watching-Classroom-Video-Productively,-Part-2/<p>This
two-part blog series is a follow-up to “<a href="http://www.nctm.org/Publications/Teaching-Children-Mathematics/2017/Vol23/Issue7/Supporting-Excellent-Teaching-of-Common-Core-Content-and-Practices-with-Video-Clubs/">Supporting
Excellent Teaching of Common Core Content and Practices with Video Clubs</a>” by Meg S. Bates, Cheryl G. Moran, and
Lena Phalen, published in the March 2017 issue of <i>Teaching Children Mathematics</i>.</p>nctm@nctm.org (Customer Service)Mon, 13 Mar 2017 10:44:29 GMTWatching Classroom Video Productivelyhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Watching-Classroom-Video-Productively/By Meg S. Bates, posted February 27, 2017 — In our recent TCM article, my colleagues and I outlined how educators can facilitate effective conversations around classroom video. The question we sought to answernctm@nctm.org (Customer Service)Wed, 22 Feb 2017 09:43:04 GMTNoticing and expressing regularity in second grade—Part 2http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Noticing-and-expressing-regularity-in-second-grade—Part-2/<p>This is the second of a two-part series
that explores whether second graders can develop a deep understanding of the
concept that increasing an addend by one will have the same effect on the sum.</p>nctm@nctm.org (Customer Service)Tue, 07 Feb 2017 11:40:41 GMTNoticing and expressing regularity in second gradehttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Noticing-and-expressing-regularity-in-second-grade/<p>Observe a classroom in this two-part vignette as
we explore whether second graders can develop a deep understanding of the
concept that increasing an addend by one will have the same effect on the sum.</p>nctm@nctm.org (Customer Service)Mon, 30 Jan 2017 11:08:48 GMTEliminating Deficit Views of Mathematics Learninghttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Eliminating-Deficit-Views-of-Mathematics-Learning/<p>TODOS: Mathematics for ALL offers
suggestions for teachers to build cultural inclusion in their math classrooms.</p>nctm@nctm.org (Customer Service)Thu, 12 Jan 2017 13:23:39 GMT2016: The year in reviewhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/2016_-The-year-in-review/<p>For
mathematics educators, 2016 was an exciting year. Our community—online, in
person, and the hybrid of the two—is growing larger and stronger. It’s a
community that Zachary Champagne couldn’t be more proud to engage with and
learn from. </p><p> </p>nctm@nctm.org (Customer Service)Thu, 29 Dec 2016 13:27:23 GMTMaking Sense of Math through Problem Solvinghttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Making-Sense-of-Math-through-Problem-Solving/<p>Looking for the best road to student
strategies? Teach them to problem solve and celebrate their creative thinking.</p>nctm@nctm.org (Customer Service)Thu, 15 Dec 2016 15:34:03 GMTStrategies Are Not Algorithmshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Strategies-Are-Not-Algorithms/<p>Is this the renaissance in mathematics education? Authors
Ian Whitacre and Donna Wessenberg offer a provocative post to challenge our assumptions
about students’ invented strategies.</p>nctm@nctm.org (Customer Service)Fri, 02 Dec 2016 14:18:50 GMTPrimary Thieves, Part 3: Repaying the Favorhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Primary-Thieves,-Part-3_-Repaying-the-Favor/<p>For far too long, teachers of the early
grades were not invited to the math party. In this series of three blog posts,
Jamie Duncan challenges teachers of early elementary grade mathematics to not
only crash the party but also—in the spirit of Robin Hood—be thieves, robbing
from math-rich, upper-grade professional development and bringing the bounty to
other primary-grade teachers and students.</p>nctm@nctm.org (Customer Service)Tue, 15 Nov 2016 17:47:44 GMTPrimary Thieves, Part 2: Stealing the Understandinghttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Primary-Thieves,-Part-2_-Stealing-the-Understanding/<p>For far too long, teachers of the early grades were
not invited to the math party. In this series of three blog posts, Jamie Duncan
challenges teachers of early elementary grade mathematics to not only crash the
party but also—in the spirit of Robin Hood—be thieves, robbing from math-rich,
upper-grade professional development and bringing the bounty to other
primary-grade teachers and students. </p>nctm@nctm.org (Customer Service)Tue, 01 Nov 2016 16:12:48 GMTPrimary Thieves, Part 1http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Primary-Thieves,-Part-1/<p>For far too long, teachers of the early
grades were not invited to the math party. In this series of three blog posts,
Jamie Duncan challenges teachers of early elementary grade mathematics to not
only crash the party but also—in the spirit of Robin Hood—be thieves, robbing
from math-rich, upper-grade professional development and bringing the bounty to
other primary-grade teachers and students.</p>nctm@nctm.org (Customer Service)Thu, 20 Oct 2016 14:53:16 GMTWait! What are we counting? On Ambiguity and Unitshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Wait!-What-are-we-counting_-On-Ambiguity-and-Units/<p>
Ambiguity
can be messy and also a great way to stimulate learning mathematics. In the
second of two blog posts, Christopher Danielson continues to make a case for
the value of introducing ambiguity in math classrooms.</p>nctm@nctm.org (Customer Service)Tue, 04 Oct 2016 14:20:22 GMTThe power of having more than one right answer: Ambiguity in math classhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/The-power-of-having-more-than-one-right-answer_-Ambiguity-in-math-class/<p>Ambiguity can be messy and also a great way to stimulate
learning mathematics. In this pair of blog posts Christopher Danielson
makes a case for the value of introducing ambiguity in math classrooms.</p><p> </p>nctm@nctm.org (Customer Service)Tue, 20 Sep 2016 14:47:18 GMTMathematical Discourse, Part 4: Putting it All Togetherhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Mathematical-Discourse,-Part-4_-Putting-it-All-Together/Facilitating
effective mathematical discourse doesn’t just happen. In this four-part series,
Zack Hill discusses important considerations for every teacher who wants a
classroom environment rich in math discussion.nctm@nctm.org (Customer Service)Wed, 07 Sep 2016 11:23:43 GMTMathematical Discourse, Part 3: Planning for the Task (Monitoring and Connecting)http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Mathematical-Discourse,-Part-3_-Planning-for-the-Task-(Monitoring-and-Connecting)/<p>Facilitating
effective mathematical discourse doesn’t just happen. In this four-part series,
Zack Hill discusses important considerations for every teacher who wants a
classroom environment rich in math discussion. </p>nctm@nctm.org (Customer Service)Mon, 22 Aug 2016 14:53:32 GMTMathematical Discourse, Part 2: Planning for the Task (Anticipating, Selecting, and Sequencing)http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Mathematical-Discourse,-Part-2_-Planning-for-the-Task-(Anticipating,-Selecting,-and-Sequencing)/<p>Facilitating
effective mathematical discourse doesn’t just happen. In this four-part series,
Zack Hill discusses important considerations for every teacher who wants a
classroom environment rich in math discussion. </p>nctm@nctm.org (Customer Service)Wed, 10 Aug 2016 13:59:47 GMTMathematical Discourse, Part 1: Choosing a Task to Talk Abouthttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Mathematical-Discourse,-Part-1_-Choosing-a-Task-to-Talk-About/<p>Facilitating
effective mathematical discourse doesn’t just happen. In this four-part series,
Zack Hill discusses important considerations for every teacher who wants a
classroom environment rich in math discussion. </p>nctm@nctm.org (Customer Service)Thu, 28 Jul 2016 14:56:21 GMTI Don’t Teach First Grade; I Teach Mathematics Part 2http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/I-Don_t-Teach-First-Grade;-I-Teach-Mathematics-Part-2/<p>As conversations
with my fifth-grade counterpart continued, we started to discuss some of the questions
posed the previous week: What
concept, big idea, standard, or domain is the most challenging for my students?
What
can I do to find out more about what my students already know about this
concept?
What
specifically about this concept is challenging for students?</p><p> </p>nctm@nctm.org (Customer Service)Fri, 15 Jul 2016 12:30:19 GMTI Don’t Teach First Grade; I Teach Mathematicshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/I-Don_t-Teach-First-Grade;-I-Teach-Mathematics/<p>While teaching first grade, I sought
out a partnership with a fifth-grade teacher to co-teach some math lessons in
both of our classes. After experiencing
just a few lessons in fifth grade, I realized that this partnership was
opportunity to see into the future. I couldn’t believe how
much of what they were learning in first grade connected to what they were
expected to do in fifth grade. </p>nctm@nctm.org (Customer Service)Thu, 30 Jun 2016 15:07:00 GMTNoticing and Wondering about Special Education Math Taskshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Noticing-and-Wondering-about-Special-Education-Math-Tasks/<p>I notice proponents of
sense making in math class encouraging teachers to present a perplexing scenario
to students and let them develop questions where math can be useful. As a
special education math teacher, I often wonder how much to explain or “front-load”
for my students before engaging in the
problem-solving process. </p>nctm@nctm.org (Customer Service)Fri, 17 Jun 2016 16:37:53 GMTOpening the Middle of Special Education Math Taskshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Opening-the-Middle-of-Special-Education-Math-Tasks/<p>How can we broaden our
scope for students with disabilities but still work on the skills that they
need to be successfully independent adults? By opening the middle of math tasks
in special education classes. </p>nctm@nctm.org (Customer Service)Wed, 01 Jun 2016 12:24:18 GMTWhat Can We Do about Gender Differences in Math?http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/What-Can-We-Do-about-Gender-Differences-in-Math_/<p>By Colleen Ganley and Sarah Lubienski, posted
May 23, 2016 — The research suggests that although gender
differences in math are small, some differences still exist in mathematics
skills, attitudes, and career choices that we should pay attention to. Considering
the research in a historical context is
important, as gender differences in math course-taking, achievement, and career
plans have decreased drastically over time, and these differences vary in different
countries. </p><p> </p>nctm@nctm.org (Customer Service)Thu, 19 May 2016 13:45:45 GMTCurrent Research on Gender Differences in Mathhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Current-Research-on-Gender-Differences-in-Math/<p>By
Colleen Ganley and Sarah Lubienski, posted May 9, 2016 — Are there still gender differences in
math? It actually depends on which math outcomes we look at. At both elementary
and secondary levels, boys and girls score similarly on many state tests, and
girls get relatively good grades in math classes. However, some gender differences
in math attitudes and skills appear during elementary school, and ultimately, boys
are much more likely than girls to pursue careers in some key math-intensive
fields, such as engineering and computer science. </p>nctm@nctm.org (Customer Service)Tue, 03 May 2016 14:35:01 GMTModeling with Mathematics through Three-Act Tasks, Part 2http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Modeling-with-Mathematics-through-Three-Act-Tasks,-Part-2/By Graham Fletcher, posted on April 4, 2016 – In case younctm@nctm.org (Customer Service)Fri, 22 Apr 2016 12:53:34 GMTDo the Math—Part 2http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Do-the-Math—Part-2/<p>By Zachary Champagne and Michael Flynn, Posted March 28, 2016 –</p>nctm@nctm.org (Customer Service)Fri, 25 Mar 2016 16:26:10 GMTDo the Math—Explore Mathematical Content to Enhance Instructionhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Do-the-Math—Explore-Mathematical-Content-to-Enhance-Instruction/By Zachary Champagne and Michael Flynn, posted March 14, 2016 –nctm@nctm.org (Customer Service)Fri, 11 Mar 2016 15:58:08 GMTFirst Graders and Functional Thinking, Part 2http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/First-Graders-and-Functional-Thinking,-Part-2/By Angela Murphy Gardiner and Katie Sawrey, posted on February 29, 2016 –nctm@nctm.org (Customer Service)Fri, 26 Feb 2016 12:26:16 GMTFirst Graders and Functional Thinking, Part 1http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/First-Graders-and-Functional-Thinking,-Part-1/By Angela Murphy Gardiner and Katie Sawrey, posted on February 15, 2016 – Whatnctm@nctm.org (Customer Service)Fri, 05 Feb 2016 16:59:16 GMTEven and Odd Numbers, Part 2: A Journey into the Algebraic Thinking Practice of Justificationhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Even-and-Odd-Numbers,-Part-2_-A-Journey-into-the-Algebraic-Thinking-Practice-of-Justification/By Isil Isler, Ana Stephens, and Hannah Kang, posted February 1, 2016 –nctm@nctm.org (Customer Service)Thu, 28 Jan 2016 14:51:33 GMTEven and Odd Numbers: A Journey into The Algebraic Thinking Practice of Justificationhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Even-and-Odd-Numbers_-A-Journey-into-The-Algebraic-Thinking-Practice-of-Justification/By Isil Isler, Ana Stephens, and Hannah Kang, posted January 18, 2016 –nctm@nctm.org (Customer Service)Fri, 15 Jan 2016 09:10:10 GMTCounting Isn’t Just for Primary Grade Students, Part 4http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Counting-Isn_t-Just-for-Primary-Grade-Students,-Part-4/By Lynsey Gibbons and Kendra Lomax, posted January 4, 2016 – Learning about counting and numbernctm@nctm.org (Customer Service)Thu, 31 Dec 2015 15:58:20 GMTCounting Activities to Try with Primary Studentshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Counting-Activities-to-Try-with-Primary-Students/By Lynsey Gibbons and Kendra Lomax, posted December 21, 2015 –nctm@nctm.org (Customer Service)Wed, 16 Dec 2015 13:38:42 GMTCounting with Munahttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Counting-with-Muna/By Lynsey Gibbons and Kendra Lomax, posted December 7, 2015 – What donctm@nctm.org (Customer Service)Thu, 03 Dec 2015 14:51:06 GMTCounting: Why is it Important and How Do We Support Children? Part 1http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Counting_-Why-is-it-Important-and-How-Do-We-Support-Children_-Part-1/By Lynsey Gibbons and Kendra Lomax, posted November 23, 2015 – Countingnctm@nctm.org (Customer Service)Wed, 18 Nov 2015 12:15:53 GMTThoughts about Conceptual Fraction Comparisonshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Thoughts-about-Conceptual-Fraction-Comparisons/By Shelby P. Morge, posted November 9, 2015 – Classroom timenctm@nctm.org (Customer Service)Tue, 03 Nov 2015 11:38:31 GMTFraction Comparisons on a Clotheslinehttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Fraction-Comparisons-on-a-Clothesline/By Shelby P. Morge, posted October 26, 2015 – One ofnctm@nctm.org (Customer Service)Wed, 21 Oct 2015 14:43:06 GMTEven Their Mistakes will Change - Part 2http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Even-Their-Mistakes-will-Change---Part-2/By Juli K. Dixon, posted October 12, 2015 –nctm@nctm.org (Customer Service)Wed, 07 Oct 2015 13:31:12 GMTEven Their Mistakes Will Changehttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Even-Their-Mistakes-Will-Change/<p><br/></p>nctm@nctm.org (Customer Service)Mon, 28 Sep 2015 08:39:23 GMTMaking Mathematical Connections: The Power of Reasoninghttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Making-Mathematical-Connections_-The-Power-of-Reasoning/<p><br/></p>nctm@nctm.org (Customer Service)Tue, 25 Aug 2015 15:58:58 GMTFlexibity with Fractionshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Flexibity-with-Fractions/By Matt Haber, posted August 17, 2015 – I read a blognctm@nctm.org (Customer Service)Thu, 13 Aug 2015 11:24:06 GMTSome Reflections on Connectionshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Some-Reflections-on-Connections/By Matt Haber, posted August 3, 2015 – The teaching and learningnctm@nctm.org (Customer Service)Thu, 30 Jul 2015 14:53:29 GMTMaking Fractions Meaningful through Oral Language Development, Part 2http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Making-Fractions-Meaningful-through-Oral-Language-Development,-Part-2/By Michelle Pace, posted July 20, 2015 – By the time younctm@nctm.org (Customer Service)Tue, 14 Jul 2015 16:20:26 GMTMaking Fractions Meaningful through Oral Language Developmenthttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Making-Fractions-Meaningful-through-Oral-Language-Development/By Michelle Pace, posted July 6, 2015nctm@nctm.org (Customer Service)Wed, 01 Jul 2015 09:41:32 GMTEngaging Students in Three Acts, Part 2http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Engaging-Students-in-Three-Acts,-Part-2/By Lisa Englard, Posted June 22, 2015nctm@nctm.org (Customer Service)Tue, 02 Jun 2015 15:16:59 GMTTasks, Questions, and Practices Revisitedhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Tasks,-Questions,-and-Practices-Revisited/By Chandra Hawley Orrill, Posted May 25, 2015 –nctm@nctm.org (Customer Service)Thu, 21 May 2015 13:59:10 GMTTasks, Questions, and Practiceshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Tasks,-Questions,-and-Practices/We know that to understand how our students think, we need to ask them good questions. We readnctm@nctm.org (Customer Service)Wed, 06 May 2015 16:11:41 GMTWhy Play Math Games?http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Why-Play-Math-Games_/<p> People of all ages love to play games that are funand motivating. Games give students opportunities to explore fundamental numberconcepts, such as the counting sequence, one-to-one correspondence, and computationstrategies. Engaging mathematical games can also encourage students to explorenumber combinations,</p>nctm@nctm.org (Customer Service)Thu, 23 Apr 2015 16:05:25 GMTWhat Do the Standards for Mathematical Practice Mean to You?http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/What-Do-the-Standards-for-Mathematical-Practice-Mean-to-You_/<p> The Common Core’s Standards forMathematical Practice (SMPs) focus on what it means for students tobe mathematically proficient. I have heard many people say that the SMPs arethe heart</p>nctm@nctm.org (Customer Service)Thu, 09 Apr 2015 13:40:55 GMTDebunking the Calculator Mythhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Debunking-the-Calculator-Myth/<p> Numerousmyths surround the use of calculators in the elementary school mathematics classroom.These myths emerge from numerous individuals; for example, from parents onemight hear, “I learned math without them; so should my child.” Or the companionargument, “If students</p>nctm@nctm.org (Customer Service)Tue, 24 Mar 2015 13:43:40 GMTUsing Calculators to Explore Mathematical Thinkinghttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Using-Calculators-to-Explore-Mathematical-Thinking/<p> For decades, calculators served as a source of debate formany people who have a vested interest in education, including parents,teachers, and students. Over time we’ve learned that when used in meaningfulways, a calculator can be a valuable</p>nctm@nctm.org (Customer Service)Thu, 12 Mar 2015 10:05:09 GMTCritical Foundations, Part 4http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Critical-Foundations,-Part-4/<p> Welcome to the fourth and final installment in our Critical Foundations series, with a continued look at fraction equivalence. See the full introduction to our look at fraction equivalence . This</p>nctm@nctm.org (Customer Service)Wed, 04 Mar 2015 10:54:29 GMTCritical Foundations, Part 3- Fraction Equivalencehttp://www.nctm.org/tcm_blog/critical_foundations_part_3/<p>As noted in the two previous blog posts, Part 1 and Part 2,
perhaps <strong><em>the</em></strong> “signature expectation” of any pre-K–grade 6
mathematics experience is the development of a sense of number. Firmly
establishing and maintaining flexibility with number is simultaneously ongoing
and foundational to working with operations involving whole numbers and
fractions.
</p>nctm@nctm.org (Customer Service)Thu, 19 Feb 2015 14:49:36 GMTCritical Foundations, Part 2http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Critical-Foundations,-Part-2/<p> Welcomeback! As noted in my previous post and worth repeating here, to me, the “signature expectation” of any pre-K–grade 6 mathematics experience is theongoing nurturing and development of a sense of number, and the ongoinginstructional</p>nctm@nctm.org (Customer Service)Sat, 24 Jan 2015 13:56:14 GMTCritical Foundationshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Critical-Foundations/<p> To me a—perhaps the —“signatureexpectation” of any Pre-K–grade 6 mathematics experience is the ongoingnurturing and development of a sense of number. Yes, number sense. Althoughelusive, establishing and maintaining flexibility with number (and this iscertainly not the</p>nctm@nctm.org (Customer Service)Sat, 24 Jan 2015 13:53:50 GMTCut-a-Card Task Revisitedhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Cut-a-Card-Task-Revisited/<p> In our previous blog post , we described the Cut-a-Cardactivity, which provides students with opportunities to visualize the effectsof three-dimensional flips and rotations. Before giving students opportunitiesto create their own notecard puzzles, we engaged them in conversation. Afterstudents</p>nctm@nctm.org (Customer Service)Sat, 24 Jan 2015 13:50:09 GMTCut-a-Card Taskhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Cut-a-Card-Task/<p> With increased attention onSTEM-focused curricula at the elementary school level, we are often interestedin activities that afford opportunities for students to engage in designprocesses connected to the Common Core State Standards for Mathematics (CCSSM).Geometry standards provide a particularly fertile</p>nctm@nctm.org (Customer Service)Sat, 24 Jan 2015 13:47:39 GMTPreparing for Problem Solving and Revisiting Frecklehamhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Preparing-for-Problem-Solving-and-Revisiting-Freckleham/<p> Although Teaching Children Mathematics isbuilding a great collection of rich tasks on this blog, we thought it might bea good time to step back and examine one way to support students as they tacklethe tasks. One way</p>nctm@nctm.org (Customer Service)Sat, 24 Jan 2015 13:47:04 GMTPreparing for Problem Solvinghttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Preparing-for-Problem-Solving/<p> Highlyeffective teachers know their students well. They can attend to students’mathematical thinking, and then design instruction that capitalizes on whatstudents know and are able to do. Our collaborative efforts often center oncontextualized tasks, or story problems, where students have</p>nctm@nctm.org (Customer Service)Sat, 24 Jan 2015 13:44:10 GMTAddition and Subtraction Fluency through Gameshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Addition-and-Subtraction-Fluency-through-Games/<p> In the November 2014 issue of Teaching Children Mathematics , authorsJennifer Bay-Williams and Gina Kling shared a collection of fun games that canbe used to develop students’ fluency with addition and subtraction facts. Theyexplained that (1) games should</p>nctm@nctm.org (Customer Service)Sat, 24 Jan 2015 13:43:12 GMTMore on the Story of Gausshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/More-on-the-Story-of-Gauss/<p> Welcome back! I hope you andyour students had the opportunity to explore finding the sum of a series ofconsecutive numbers. This problem can easily be adapted for any grade level andcan offer opportunities for good classroom discourse. At the</p>nctm@nctm.org (Customer Service)Sat, 24 Jan 2015 13:42:01 GMTThe Story of Gausshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/The-Story-of-Gauss/<p> I love the story of Carl Friedrich Gauss—who, as an elementarystudent in the late 1700s, amazed his teacher with how quickly he found the sumof the integers from 1 to 100 to</p>nctm@nctm.org (Customer Service)Sat, 24 Jan 2015 13:15:31 GMTWhat Is the Largest Number You Cannot Make? Part 2http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/What-Is-the-Largest-Number-You-Cannot-Make_-Part-2/<p> If you have not had a chance to engage your students in the What Is the Largest Number You Cannot Make? problem, you can find the task here . What interesting patterns did your students find? What strategies did</p>nctm@nctm.org (Customer Service)Mon, 12 Jan 2015 16:44:41 GMTWhat is the Largest Number You Cannot Make?http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/What-is-the-Largest-Number-You-Cannot-Make_/<p> Aninteresting problem that I have used with elementary school students, classroomteachers, and preservice teachers involves opportunities to engage in variousproblem-solving strategies. The most important step in this problem is Understanding the problem.  It offersstudents the chance to</p>nctm@nctm.org (Customer Service)Mon, 22 Sep 2014 15:40:28 GMTFrogs and Worms, a Second Lookhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Frogs-and-Worms,-a-Second-Look/<p> How did your students do with the Frog problem and the Worm problem?When I have used these problems in the past, typically students have quickly decontextualized them, representing theproblems in some way and finding a solution. Below</p>nctm@nctm.org (Customer Service)Mon, 22 Sep 2014 15:37:28 GMTFrogs and Wormshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Frogs-and-Worms/<p> With school starting, many of us are focusing on the need tosupport students’ engagement in the Standards for Mathematical Practice (SMP). Regardlessof whether your state has adopted the Common Core State Standards, the SMP representprocesses and proficiencies that we</p>nctm@nctm.org (Customer Service)Mon, 22 Sep 2014 15:34:45 GMTReflecting on the Counterfeit Bill Problemhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Reflecting-on-the-Counterfeit-Bill-Problem/<p> I hope that you and your students or colleagues enjoyeddiscussing the Counterfeit Bill problem. I suspect that a variety of solutionswere offered, including these: $40—Theshoe owner gave $20 to the grocer and $20 (counterfeit) to</p>nctm@nctm.org (Customer Service)Mon, 22 Sep 2014 15:32:33 GMTThe Counterfeit Bill Problemhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/The-Counterfeit-Bill-Problem/<p> I am oftenasked what the best way is to start the school year. My answer is always, “Witha problem, of course!” Not just any problem will do, though, as I want aproblem that will spark discussion by eliciting</p>nctm@nctm.org (Customer Service)Mon, 22 Sep 2014 15:30:42 GMT13 Rules That Expirehttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/13-Rules-That-Expire/<p> Inthe August 2014 issue of Teaching Children Mathematics, authors Karen S. Karp, Sarah B. Bush,and Barbara J. Dougherty initiated an important conversation in the elementarymathematics education community. We are dedicating this discussion space as aplace where that</p>nctm@nctm.org (Customer Service)Mon, 22 Sep 2014 15:26:44 GMTWhen is Halving Not Halvinghttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/When-is-Halving-Not-Halving/<p> Exploring the relationship (orlack of relationship) between perimeter and area is interesting for students—evenfor simple shapes like rectangles. For example, if you cut a rectangle’s areain half, do you also cut the perimeter in half? Using</p>nctm@nctm.org (Customer Service)Mon, 22 Sep 2014 15:21:59 GMTReflecting on the Build a Number Problemhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Reflecting-on-the-Build-a-Number-Problem/<p> Ihope you have had a chance to try the Build a Number problem with yourstudents. I had lots of fun with it when I tried it with some third- and fourth-gradestudents. Recallthat students were</p>nctm@nctm.org (Customer Service)Mon, 22 Sep 2014 15:14:41 GMTBuild a Number Problemhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Build-a-Number-Problem/<p> In a lot of school districts inmy region, there is an emphasis on building proportional reasoning even beforeit is formally introduced in the curriculum. A problem I used recently is theone I’ve proposed here. You would</p>nctm@nctm.org (Customer Service)Mon, 22 Sep 2014 15:12:54 GMTReflecting on the Pondering Patterns Problemhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Reflecting-on-the-Pondering-Patterns-Problem/<p> Greetings! Over the past few months, it has beengreat fun sharing some of my favorite “Math Tasks to Talk About” with you andbecoming a blogger in the process. The plan for the TCM blog is for a</p>nctm@nctm.org (Customer Service)Fri, 19 Sep 2014 17:05:49 GMTPondering Patternshttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Pondering-Patterns/<p> I hope you’ve been enjoying TCM’s “Math Tasks to Talk About.” From those who understand a lotmore about how these things work, I gather the blog is getting a good number ofvisits, which is really nice to</p>nctm@nctm.org (Customer Service)Fri, 19 Sep 2014 16:57:09 GMTReflecting on the How Many Squares on a Checkerboard? Problemhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Reflecting-on-the-How-Many-Squares-on-a-Checkerboard_-Problem/<p> So,how did things go in your classroom with the How Many Squares on a Checkerboardtask? I’m told that we’re still getting a good number of visits to the blog,but few visitors are taking the next step and leaving a</p>nctm@nctm.org (Customer Service)Fri, 19 Sep 2014 16:54:13 GMTHow Many Squares on a Checkerboard?http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/How-Many-Squares-on-a-Checkerboard_/<p> Now that I’m an official blogger (withtwo blogs posts under my belt), I found selecting the next problem to be a realdilemma. I have decided to post another “classic”problem. Howmany squares are on a standard</p>nctm@nctm.org (Customer Service)Fri, 19 Sep 2014 16:45:24 GMTReflecting on the Handshake Problemhttp://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Reflecting-on-the-Handshake-Problem/<p> Well, I’ve now been officially initiatedinto the blogosphere (is that actually a word?)I really appreciated those who took the time to comment on the first task, and Iam sincerely hoping that this blog entry, the discussion of the task,encourages</p>nctm@nctm.org (Customer Service)Fri, 19 Sep 2014 16:42:04 GMT