In this article, associate professor Chrystal Dean describes how teachers can challenge their upper elementary students' understanding of area beyond a memorized formula. Herein she describes an activity that will show students the "why" behind using A = l × w to solve rectangular area problems. The activity will help deepen…

In this article, authors Jordan T. Hede and Jonathan D. Bostic present a classroom activity that challenges upper elementary students' understanding of area beyond a memorized formula and explores the meaning behind students using A = l × w to solve rectangular area problems. This activity will deepen students' understanding of the area…

This article presents a science, technology, engineering, and mathematics (STEM) activity, building an air cannon, in a mathematics classroom. It describes an investigation grounded in STEM concepts that elementary and middle school teachers carried out to think about ways of implementing STEM activities into their instruction. This particular…

The authors developed The Paper Plane Challenge as one of a three-part response to The Aerospace Engineering Challenge. The Aerospace Engineering Challenge was the second of three multi-part activities that they had developed with the teachers during the year. Their aim was to introduce students to the exciting world of engineering, where they…

The standing long jump was an Olympic event until 1912. In 1904, Ray Ewry set the world record for the longest standing long jump, which was about 11.5 feet, or 138 inches. Although the standing long jump is no longer an Olympic event, the Norwegians still include it in their National Competition, and Arne Tvervaag set a new world record at about…

Persevering in problem solving and constructing and critiquing mathematical arguments are some of the mathematical practices included in the Common Core State Standards for Mathematics (CCSSI 2010). To solve unfamiliar problems, students must make sense of the situation and apply current knowledge. Teachers can present such opportunities by…

Designed for a broad audience, including educators, camp directors, afterschool coordinators, and preservice teachers, this investigation aims to help individuals experience mathematics in unconventional and exciting ways by engaging them in the physical activity of building geometric shapes using ropes. Through this engagement, the author…

The How Far Do You Think You Can Jump? activity (see EJ1174770) was completed in three different contexts: an after-school mathematics enrichment program at Woodland and Country Schools in Weston, Massachusetts; a small-group pull-out of second graders at Wren Elementary in Piedmont, South Carolina; and a family math night in Lafayette, Indiana.…

Teachers and researchers have known for decades that the use of storybooks can have a positive impact on students' experiences with mathematics. This article describes how first graders in an urban public school actively engage with mathematics by using the story "Bean Thirteen" as a context for developing number sense. This…

The National Council of Teachers of Mathematics' (NCTM's) "Principles and Standards for School Mathematics" (2000) outlines fi ve Process Standards that are essential for developing deep understanding of mathematics: (1) Problem Solving; (2) Reasoning and Proof; (3) Communication; (4) Connections; and (5) Representation. The Common Core…

The author is a strong proponent of incorporating the Content and Process Standards (NCTM 2000) into the teaching of mathematics. For candidates in her methods course, she models research-based best practices anchored in the Standards. Her students use manipulatives, engage in problem-solving activities, listen to children's literature, and use…

This article features Sweet play math, a "math by the month" activity that involves decorating and making sugar cubes. Teachers may want to substitute straws, paper squares, alphabet blocks, or such commercially made manipulatives as Unifix[R] cubes for the real sweets. Given no allergy concerns, teachers and students alike would enjoy some sweet…

The authors describe a hands-on program that they developed after their attendance at the NCTM Algebra Academy. The article explains how to use literature to capture youngsters' attention and engage them in interactive mathematical activities.

Learning mathematics has traditionally been thought of as a sequential progression. Children learn to count to 10, then to 20, and then to 100. They learn to add without regrouping and then with regrouping. The authors teach addition before multiplication and the two-times table before the six-times table. They usually teach division as a separate…

Presents many problems involving scheduling after-school activities and tournaments that bring the topic of Euler paths to a level of understanding for elementary students. (MKR)