págs. 452-454
págs. 455-459
Jennifer Taylor-Cox, Andrew M. Tyminski (ed. lit.), Signe E. Kastberg (ed. lit.)
págs. 460-463
Why are things shaped the way they are?: Why do com kernels grow in staggered rows? Why are manhole covers always round and honeycomb cells hexagonal? Important geometric concepts are embedded in the shape and design of natural and manufactured objects
págs. 464-472
More than just number: Naturally curious about shapes, preschoolers explore materials, engage in activities, and work in collaboration with peers and teachers in early learning environments that support geometric thinking.
págs. 474-479
The goal of long division: Two key ideas help students develop the thinking that facilitates understanding division: the role of place value in the quotient and the power of multiples of ten in determining the quotient.
págs. 482-487
Using student work to learn about teaching: Many teachers struggle with strategy development. Examining student work provides helpful learning opportunities.
Marilee Cameron, Jenine Loesing, Vickie Rorvig, Kathryn B. Chval
págs. 489-493
Teaching fractions: To support the development of preservice elementary teachers' mathematical knowledge for teaching fractions, these authors created and implemented a mathematics-forteaching course module centered on children's written work and verbal explanations.
págs. 494-501
Connecting multiplication to contexts and language
A. Deanie Sullivan, Amy Roth McDuffie, LouAnn H. Lovin (ed. lit.)
págs. 502-512
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