Mario, Monkey Man, Fish, and Bam-Bam: Creative Terminology in Today's Classrooms

2013 ◽  
Vol 106 (6) ◽  
pp. 408-409 ◽  
Author(s):  
Sherry L. Bair ◽  
Edward S. Mooney
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Recent Experience ◽  
Core State ◽  
Teachers And Students ◽  
The Common ◽  
Creative Language

Mathematical precision means more than accuracy in computation or procedures; it also means precision in language. The Common Core State Standards for Mathematics states, “Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning” (CCSSI 2010, p. 7). In our recent experience in working with teachers and students, we have noticed a trend toward teachers using informal, and often creative, language and terminology in an effort to connect with students and make mathematical procedures easier to remember.

Book, Product, and Software Reviews

2017 ◽  
Vol 22 (7) ◽  
pp. 445-447
Keyword(s):  
United States ◽  
Mathematics Education ◽  
Common Core ◽  
Common Core State Standards ◽  
The United States ◽  
State Standards ◽  
Mathematical Education ◽  
Core State ◽  
Teachers And Students ◽  
The Common

This book was originally written for the Thirteenth International Congress on Mathematical Education (ICME–13), which was held in July 2016, in Hamburg, Germany. The book contains valuable information for anyone wanting to gain knowledge about mathematics education in the United States, past and present. Readers can find historical information on the organization and policies of education, ranging from kindergarten through college. Data on student achievement (in the United States and internationally) and information about mathematics curricula are also included. Readers will also find discussion about teacher preparation with regard to mathematics education, the Common Core State Standards for Mathematics (CCSSM), and the types of programs and resources available for mathematics teachers and students.

Students' Experiences Composing and Decomposing Two-Dimensional Shapes in First and Second Grade Mathematics Classrooms

2015 ◽  
pp. 1076-1091
Author(s):  
Drew Polly ◽  
Trisha Hill ◽  
Tabitha Vuljanic
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Spatial Reasoning ◽  
State Standards ◽  
Second Grade ◽  
Core State ◽  
Classroom Implementation ◽  
Teachers And Students ◽  
The Common ◽  
Work Samples

The composing and decomposing of geometric shapes is a building block in children's development of geometry and spatial reasoning. The Common Core State Standards in Mathematics focus and emphasize the need for students to build composite shapes from smaller shapes and break a geometric shape into smaller shapes. This chapter presents findings from an exploratory study that examined both teachers' and students' experiences working with shape puzzles. Inductive qualitative analysis of field notes and student work samples indicated that shape puzzles provided opportunities for students to develop a deeper understanding of spatial reasoning. In certain subgroups of students, the vocabulary terms related to students' work revealed a disconnection between students' work and their oral explanations of their processes. Implications for professional development and classroom implementation in light of the Common Core State Standards are shared.

Students' Experiences Composing and Decomposing Two-Dimensional Shapes in First and Second Grade Mathematics Classrooms

2015 ◽  
pp. 121-142
Author(s):  
Drew Polly ◽  
Trisha Hill ◽  
Tabitha Vuljanic
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Spatial Reasoning ◽  
State Standards ◽  
Second Grade ◽  
Core State ◽  
Classroom Implementation ◽  
Teachers And Students ◽  
The Common ◽  
Work Samples

The composing and decomposing of geometric shapes is a building block in children's development of geometry and spatial reasoning. The Common Core State Standards in Mathematics focus and emphasize the need for students to build composite shapes from smaller shapes and break a geometric shape into smaller shapes. This chapter presents findings from an exploratory study that examined both teachers' and students' experiences working with shape puzzles. Inductive qualitative analysis of field notes and student work samples indicated that shape puzzles provided opportunities for students to develop a deeper understanding of spatial reasoning. In certain subgroups of students, the vocabulary terms related to students' work revealed a disconnection between students' work and their oral explanations of their processes. Implications for professional development and classroom implementation in light of the Common Core State Standards are shared.

Challenging the Research Base of the Common Core State Standards

2013 ◽  
Vol 42 (7) ◽  
pp. 381-391 ◽  
Author(s):  
David A. Gamson ◽  
Xiaofei Lu ◽  
Sarah Anne Eckert
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
The Common

The Back Page: My Favorite Lesson: Modeling Exponential Decay

2013 ◽  
Vol 107 (5) ◽  
pp. 400
Author(s):  
Alison L. Mall ◽  
Mike Risinger
Keyword(s):  
Data Collection ◽  
Exponential Decay ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
Statistics And Probability ◽  
The Common

Our favorite lesson, an interactive experiment that models exponential decay, launches with a loud dice roll. This exploration engages students in lively data collection that motivates interest in key components of the Common Core State Standards for Mathematics: functions, modeling, and statistics and probability (CCSSI 2010).

Disney in December

2012 ◽  
Vol 19 (5) ◽  
pp. 290-291 ◽  
Author(s):  
Sue E. Hoge ◽  
Karin E. Perry
Keyword(s):  
Problem Solving ◽  
Common Core ◽  
Common Core State Standards ◽  
Real Life ◽  
State Standards ◽  
Core State ◽  
The Common ◽  
Factual Data

Math by the Month is a regular department of the journal. It features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes at least four activities each for K–Grade 2, Grades 3–4, and Grades 5–6. This month's problem set aligns with the Common Core State Standards for Mathematics, includes factual data from Disney Parks, and makes connections between mathematics and real-life applications.

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