Advocates of student-centered instruction argue that good teachers have the ability to transform mathematics classrooms into lively, engaging learning environments in which students take charge of their own learning and make meaningful connections to the world around them
This practice guide presents five recommendations intended to help educators improve students’ understanding of fractions. Recommendations include strategies to develop young children’s understanding of early fraction concepts and ideas for helping older children understand the meaning of fractions and the computations involved. The guide also highlights ways to build on students’ existing strategies to solve problems involving ratios, rates, and proportions.
Using contemporary data from the U.S. and other nations, the authors address 3 questions: Do gender differences in mathematics performance exist in the general population? Do gender differences exist among the mathematically talented? Do females exist who possess profound mathematical talent?
This work describes how children typically learn particular skills and concepts, the stumbling blocks that many of them encounter, and instructional practices that can produce greater learning. This chapter deliberately steers clear of statements about math learning in general, instead focusing on findings concerning how children learn certain key ideas and procedures.
Jeremy Roschelle and Kara Carpenter discuss how technology based on learning science research can support students in learning mathematical concepts. They share several ways technology can support math learning, including the value of multiple representations and personalized feedback to diagnose and remedy mistakes in real time.
This practice guide provides five recommendations for improving students’ mathematical problem solving in grades 4 through 8. This guide is geared toward teachers, math coaches, other educators, and curriculum developers who want to improve the mathematical problem solving of students.
This practice guide provides five recommendations for teaching math to children in preschool, prekindergarten, and kindergarten. Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence.