To support students' development of concepts in mathematics, the use of technology is often encouraged (Common Core State Standards Initiative [CCSSI] 2010). Technology can contextualize learning and provide a meaningful setting for mathematical ideas. Most teachers are supportive regarding the use of technology to encourage learning and…

Mrs. Fisher's class was learning about arithmetic functions by pretending to operate real-world "function machines" (Reeves 2006). Functions are a unifying mathematics topic, and a great deal of emphasis is placed on understanding them in prekindergarten through grade 12 (Kilpatrick and Izsák 2008). In its Algebra Content Standard, the…

Some statisticians have pointed out that the field of statistics essentially exists to study the variability seen in everyday life. Because variability is so foundational, the "Guidelines for Assessment and Instruction in Statistics Education" (GAISE 2007), published by the American Statistical Association (ASA), recommend that teachers…

Because fractions and percentages can be difficult for children to grasp, connecting them whenever possible is beneficial. Linking them can foster representational fluency as children simultaneously see the part-whole relationship expressed numerically (as a fraction and as a percentage) and visually (as a pie chart). NCTM advocates these…

Ms. Beyer's first graders have been working for several weeks on solving problems that encourage the use of such multiple representations as ten frames and number lines. The class is using Math Trailblazers, a National Science Foundation-supported elementary school math curriculum developed to reflect recent reform efforts in mathematics…

Connecting stories to qualitative coordinate graphs has been suggested as an effective instructional strategy. Even students who are able to "create" bar graphs may struggle to correctly "interpret" them. Giving children opportunities to work with qualitative graphs can help them develop the skills to interpret, describe, and compare information…

Presents an investigation using data collected by students to explore timelines and pie charts. The activity begins with having students keep a chronological record of their activities for one 24-hour period to create and analyze pie charts that show how they have spent their time. Activity sheet also included. (ASK)

Presents responses to a problem that appeared in the May 2000 issue. The problem was to determine different ways to divide 8 cookies between 3 people. Includes student work from grades 1, 3, and 5. (KHR)

Introduces a unit on data analysis which would not only satisfy elementary statistics requirements but also involve students in a long-term mathematics project in a meaningful and relevant way. Addresses the mathematical concepts of measurement, graphing, and computation. (ASK)