Number sense is the foundation for all higher-level mathematics (Feikes & Schwingendorf, 2008). But when students focus on just memorizing facts they often do so without number sense, which means they are very limited in what they can do and are prone to making errors (Boaler, 2015). The more we emphasize memorization to students the… Read More Using Number Talks to Build Fact Fluency
New Mathematics Resources!! The following resources are now available for checkout in the T-TAC ODU Lending Library! Developing Number Concepts The Developing Number Concepts series by Kathy Richardson is designed to help young children develop important foundational mathematics concepts. Each of the three books in the series includes organized sets of activities and lessons focused… Read More New Mathematics Library Resources
It is important for students to have daily opportunities to write. One way to provide regular writing practice for students is to ask them to write about what they are learning during math, science, and social studies lessons. A great benefit of writing about a specific content area is that it increases comprehension. Research… Read More Writing Across the Content Areas
“Don’t take the problem solving out of problem solving” (p. 34). Rather, teach through problem solving, and teach students to solve problems with effective processes and strategies. Find tasks that encourage students to practice a particular problem solving strategy. As students’ grapple with the math, and discuss their ideas about their solutions, they develop skills… Read More Check out the UPS of Problem Solving
Provide students with manipulatives such as pattern blocks, cubes, toothpicks, plastic links, buttons and other concrete objects so they can create and recognize various patterns that include: color sequences (e.g. RRB for red red blue blocks); alternating size patterns such as small-large small-large; or one more and one less patterns. Math educator and author Dr.… Read More To See It is to Understand It!
Children with disabilities have been shown to have low rates of engagement during group activities and higher rates during routines (i.e., meal time) and free play (Kemp, Kishida, Carter, & Sweller, 2013). When planning instruction, it is important to find balance between teacher-directed and child- directed activities. Research Engagement is a necessary prerequisite for… Read More Math in Preschool: Powered by Play
By presenting students with open performance tasks, and then examining their work by listening and observing, the teacher makes assessment part of daily instruction. Rather than being a task done quietly, alone at a desk, performance tasks allow students to learn math content by using math process tools Research Children need to experience mathematics… Read More Using Math Performance Taks To Inform Instruction