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Fractions

One of the reasons why fractions are often considered difficult to teach and learn is that they are often introduced with more complexity than makes sense...

April, 2011 Mathematical Habits of Mind for Young Children

Elementary school teachers are in the unique and difficult position of managing just about everything, and often try to integrate their activities, finding...

April, 2011 The algebra of little kids language, mathematics, and habits of mind
April, 2006 Headline Stories: A Developmental Approach to Word Problems

An excerpt from the teacher's materials that describes a unique feature of Think Math! that prepares children to be creative problem solvers and...

April, 2006 Building Standard Algorithms: From Buttons to Algebra

An excerpt from the teacher's materials that describes how Think Math! uses children's own natural ideas about sorting objects as a foundation for...

November, 1999 What is a Standards-Based Mathematics Curriculum?

Within mathematics education, talk about "the NCTM Standards" is everywhere.

April 19, 2002 Classical Mathematics for the Modern Classroom: A Comprehensive K-5 Elementary Curriculum
NCSM Annual Meeting
January 3, 2005 Alphabet Number Soup: Mmmm, Mmmm, Good: Integrating Math and Language Arts Using Headline Stories
Annual Hawaii International Conference on Education

"Tell a story with number 4 in it."” In responding, a child develops number sense and language skills. This session offers ideas for infusing language into...

April 4, 2005 Helping Teachers See an Algebraic Story Line in Elementary School Math, and Learn the Algebraic Ideas as They Teach Them to their Children
NCSM Annual Meeting

Number "tricks" that make children feel brilliant can teach them their facts and the basic patterns they'll relearn in algebra.

January 12, 2006 Geometry Field Trip: From 2D to 3D
ATMIM Winter Conference

Come along on a journey of transformation from 2D nets to 3D shapes. Uncover surprises about the relationships between vertices and faces in different...

April 27, 2006 Practice with a Purpose: How Do I Teach the Basics without Boredom?
NCTM Annual Meeting

Mastery in basics skills requires practice, but repetitive drill puts students' brains to sleep.

April 28, 2006 Skills or Understanding? Why Not Both?
NCTM Annual Meeting

Come explore methods, puzzles, and representations that help students practice number facts and skills while also acquiring the conceptual underpinnings.

April 29, 2006 Stop Pulling Teeth: How to Extract Students' Mathematical Thinking
NCTM Annual Meeting

With not enough time to teach the basics, when do teachers fit in assessment?

June 23, 2006 Mathematics (for all) for Tomorrow: How to Start a Job We Cannot Finish
Vail Symposium

This presentation included two PowerPoint files. The first—Why Math?—was created to honor Janet Whitla, at her retirement as president of EDC.

March 18, 2007 Think Math! Using (and Building) Mathematical Curiosity and the Spirit of Puzzlement to Develop Algebraic Ideas and Computation Skill
NCSM Annual Meeting

You'll learn puzzles, games, and attention-riveting teaching strategies that build algebraic understanding while helping children develop computational...

March 21, 2007 Shape Safari: Engaging and Useful Contexts for Learning 3-D Geometry!
NCTM Annual Meeting

When kids need to communicate and have something to talk about, they’re superb language learners. Tests require oodles of vocabulary, but we want thinking...

March 23, 2007 Counting on Curiosity
NCTM Annual Meeting

What makes students curious? How does their curiosity drive learning and understanding?

March 23, 2007 Old Computations, New Representations
NCTM Annual Meeting

How can we ensure that our students develop computational fluency while also building conceptual understanding?

October 1, 2007 From Buttons to Algebra: Learning the ideas and language of algebra, K-12

What could mathematics be like? It could spark curiosity! (How can addition and subtraction sentences ever do that?!) And it could be fascinating!

January 10, 2008 How the ideas and language of algebra K-5 set the stage for algebra 6–12