Connecting the Dots: Building Procedural Fluency

2018 ◽  
Vol 24 (2) ◽  
pp. 104-110
Author(s):  
Scott J. Hendrickson ◽  
Barbara Kuehl ◽  
Sterling Hilton
Keyword(s):  
Teaching Practices ◽  
Student Thinking ◽  
Success For All ◽  
Learning Cycle ◽  
Procedural Fluency ◽  
Mathematical Success ◽  
Connecting The Dots

This article explores teaching practices described in NCTM's Principles to Actions: Ensuring Mathematical Success for All. Student thinking, a learning cycle, and procedural fluency are discussed in this article, which is the second installment in the series.

Connecting Representations: Using Predict, Check, Explain

2016 ◽  
Vol 21 (8) ◽  
pp. 492-496 ◽  
Author(s):  
George J. Roy ◽  
Vivian Fueyo ◽  
Philip Vahey ◽  
Jennifer Knudsen ◽  
Ken Rafanan ◽  
...  
Keyword(s):  
Real World ◽  
Teaching Practices ◽  
Instructional Strategy ◽  
Student Thinking ◽  
Success For All ◽  
Mathematical Discussion ◽  
The Real ◽  
Mathematical Success

Although educators agree that making connections with the real world, as advocated by Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014), is important, making such connections while addressing important mathematics is elusive. We have found, however, that math content coupled with the instructional strategy of predict, check, explain can bridge such real-world contexts. In so doing, this procedure supports the research-informed teaching practices of using evidence of student thinking and aiding meaningful mathematical discussion.

Detecting and Reducing Bias in Questioning Patterns

2019 ◽  
Vol 24 (5) ◽  
pp. 282-289 ◽  
Author(s):  
Beth Herbel-Eisenmann ◽  
Niral Shah
Keyword(s):  
Teaching Practices ◽  
Implicit Bias ◽  
Success For All ◽  
Questioning Patterns ◽  
Mathematical Success

This article explores teaching practices described in NCTM's Principles to Actions: Ensuring Mathematical Success for All. Investigating and mitigating implicit bias in questions are discussed in this article, which is another installment in the series.

Engaging Students with Mathematics through Play

2018 ◽  
Vol 24 (3) ◽  
pp. 179-183
Author(s):  
Karina K. R. Hensberry ◽  
Ian Whitacre ◽  
Kelly Findley ◽  
Jennifer Schellinger ◽  
Mary Burr Wheeler
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practices ◽  
Success For All ◽  
Virtual Tools ◽  
Link Type ◽  
University Of Colorado ◽  
Mathematical Success ◽  
The University ◽  
Interactive Simulations ◽  
Mathematics And Science

Mathematics teaching that provides opportunities for play embodies many of the Mathematics Teaching Practices described in Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014). PhET interactive simulations (or sims), developed by the PhET Project at the University of Colorado Boulder (http://phet.colorado.edu), are freely available virtual tools that promote play and exploration in mathematics and science topics for K-16 students.

By Way of Introduction: Moving beyond show & tell: Intentional math discourse

2018 ◽  
Vol 25 (2) ◽  
pp. 70-71
Author(s):  
Susie Katt ◽  
Zachary Champagne ◽  
Cathery Yeh
Keyword(s):  
Teaching Practices ◽  
Mathematics Learning ◽  
Mathematical Discourse ◽  
Success For All ◽  
Essential Component ◽  
Mathematical Success

Welcome to the 2018 Teaching Children Mathematics (TCM) Focus Issue. Engaging students in meaningful mathematical discourse has long been identified as an essential component of students' mathematics learning. Principles to Actions: Ensuring Mathematical Success for All calls for teaching practices that—

Mathematics Teaching: Practices in Action

2014 ◽  
Vol 20 (3) ◽  
pp. 188
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practices ◽  
Success For All ◽  
Mathematical Success ◽  
Mathematics Teaching Practices

This call for manuscripts is requesting articles that provide evidence to support the Mathematics Teaching Practices found in NCTM's Principles to Actions: Ensuring Mathematical Success for All.

Designing Elementary Mathematics Games using Effective Mathematics Teaching Practices

2016 ◽  
pp. 406-432
Author(s):  
Beth Bos ◽  
Theressa Engel
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practices ◽  
Digital Games ◽  
Success For All ◽  
Careful Study ◽  
Mathematical Concepts ◽  
Future Potential ◽  
Mathematics Games ◽  
Mathematical Success ◽  
Mathematics Teaching Practices

Problem-solving digital games that make sense of mathematics do not happen by accident but by careful design. This chapter looks at a popular design framework, Game Network Analysis (GaNA), and examines how teachers can use it to turn popular digital games into strong mathematical experiences grounded in effective teaching practices that use play, purposeful explorations, and focused dialogue to make mathematical concepts more meaningful. The chapter involves a careful study of the GaNA framework in comparison with the eight Mathematics Teaching Practices of Principles to Actions: Ensuring Mathematical Success for All. The findings encourage further analysis of the GaNA framework in terms of specific academic areas. Explicit clarification is needed to use the framework to effectively move mathematics education toward its future potential.

Promoting a Conceptual Understanding of Mathematics

2018 ◽  
Vol 24 (1) ◽  
pp. 36-43 ◽  
Author(s):  
Margaret Smith ◽  
Victoria Bill ◽  
Mary Lynn Raith
Keyword(s):  
Conceptual Understanding ◽  
Mathematics Teaching ◽  
Teaching Practices ◽  
Success For All ◽  
Mathematical Success ◽  
Mathematics Teaching Practices

This article provides an overview of the eight effective mathematics teaching practices first described in NCTM's Principles to Actions: Ensuring Mathematical Success for All.

Making Time for Book Study

2019 ◽  
Vol 24 (4) ◽  
pp. 243-246
Author(s):  
Sarah A. Roller ◽  
Diona Cozzolino ◽  
Adrienne King ◽  
Lory Schieler
Keyword(s):  
Effective Teaching ◽  
Teaching Practices ◽  
Instructional Improvement ◽  
Critical Role ◽  
Success For All ◽  
Professional Collaboration ◽  
Collaborative Teams ◽  
Mathematical Success ◽  
Taking Action

NCTM has underscored the critical role of professional collaboration for instructional improvement (Larson 2017). Furthermore, collaborating on instruction is part of the Professionalism Principle in Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014). One blog entry in Matt Larson's President's Message (2017) challenged teachers to work in collaborative teams and advised them to explore one of NCTM's newly released series, Taking Action: Implementing Effective Teaching Practices.

Uncommon Partitions: Partitioning as a Problem-Solving Activity

2018 ◽  
Vol 24 (3) ◽  
pp. 164-171 ◽  
Author(s):  
Andrew Izsák ◽  
Sybilla Beckmann ◽  
Torrey Kulow
Keyword(s):  
Problem Solving ◽  
Teaching Practices ◽  
Common Factors ◽  
Success For All ◽  
The Third ◽  
Number Lines ◽  
Double Number ◽  
Mathematical Success

This article explores teaching practices described in NCTM's Principles to Actions: Ensuring Mathematical Success for All. Common factors, common multiples, strip diagrams, and double number lines are discussed in this, the third installment in the series.

Call for Manuscripts: Mathematics Teaching Practices in Action

2014 ◽  
Vol 20 (2) ◽  
pp. 105
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practices ◽  
Success For All ◽  
Mathematical Success ◽  
Mathematics Teaching Practices

This call for manuscripts is requesting articles that provide evidence to support the Mathematics Teaching Practices found in NCTM's Principles to Actions: Ensuring Mathematical Success for All.

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