Problem solvers: The library problem
Brian Schad (ed. lit.), Joseph Georgeson, Sarah Bunten
págs. 387-389
Problem solvers: Solutions to the using your (number) sense of balance problem
Mark W. Ellis (ed. lit.), Cathery Yeh
págs. 390-393
Mathematics hiding in the nets for a cube: Whether they are third graders or teacher candidates, students can learn about perimeter and area while having fun manipulating two-dimensional figures into three-dimensional objects
págs. 394-399
Mathematics teaching today: This update of the groundbreaking NCTM publication Professional Standards for Teaching Mathematics provides more high-quality tools to improve instruction and learning.
págs. 400-403
Aligning theory with practice: Integrate elementary school children into university mathematics methodology courses? Yes! Doing so gives preservice teachers invaluable field experience in aligning theory with practice.
págs. 404-409
You had to be there!: Engaging in dialogue about the implications of mathematics demonstration classrooms becomes a form of professional development for teachers in communities of practice.
págs. 410-415
What makes a video clip interesting?: Wisely chosen classroom video excerpts can strengthen teachers' abilities to understand and analyze students' mathematical reasoning.
págs. 418-422
Can teacher questions be too open?: Inexplicit open questions work well when teachers want to hear a wide range of student thinking on multiple topics. But when teachers have particular goals, more focused explicit questions help children engage with the teacher-chosen topic while shar
págs. 424-428
Contemporary curriculum issues: Calculators in K-S textbooks
págs. 430-437
Research, reflection, practice: Children generate their own representations
Nesrin Cengiz, Theresa J. Grant, Cynthia W. Langrall (ed. lit.)
págs. 438-444
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