This document includes instructional tips on: (1) Building on students' informal understanding of sharing and proportionality to develop initial fraction concepts; (2) Helping students recognize that fractions are numbers that expand the number system beyond whole numbers, and using number lines to teach this and other fraction concepts; (3)…

Recent intervention research has demonstrated success in raising the achievement level of students who are struggling with mathematics. This practice guide, developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel, distills this contemporary mathematics intervention research into six easily comprehensible and practical…

In this important book for pre- and in-service teachers, early math experts Douglas Clements and Julie Sarama show how "learning trajectories" help diagnose a child's level of mathematical understanding and provide guidance for teaching. By focusing on the inherent delight and curiosity behind young children's mathematical reasoning,…

Here is the only reference book you will ever need for teaching primary school mathematics and statistics. It is full of exciting and engaging snapshots of excellent classroom practice relevant to "The New Zealand Curriculum" and national mathematics standards. There are many fascinating examples of investigative learning experiences,…

How do children learn math--and why do some children struggle with it? The answers are in "Number Sense and Number Nonsense," a straightforward, reader-friendly book for education professionals and an invaluable multidisciplinary resource for researchers. More than a first-ever research synthesis, this highly accessible book brings math…

Students struggling with mathematics may benefit from early interventions aimed at improving their mathematics ability and ultimately preventing subsequent failure. This guide provides eight specific recommendations intended to help teachers, principals, and school administrators use Response to Intervention (RtI) to identify students who need…

Describes motivational tool to help students with mild disabilities master basic math facts by providing a concrete visual indicator of progress (a "trip" across the United States). Use of the program with 20 mildly disabled elementary students found student enthusiasm high, increased mathematics knowledge (from 22 to 87 percent), and increased…

Describes how a braillewriter can be used as a calculation tool for students with visual impairments who are learning mathematics. Provides strategies for teaching students to use the braillewriter in the addition and subtraction of whole numbers and numbers with decimals, multiplication, division, and fractions. (CR)

This package features videotapes and a study guide that are designed to help teachers revisit the operations of addition and subtraction and consider how students can develop meaningful approaches to these operations. The study guides' sessions are on addition, subtraction, the teacher's role, and goals for students and teachers. The readings in…

Discusses the Tiles and Sides problem from the December 2000 issue. Indicates that this problem is accessible to students at different grade levels. Presents samples of student responses and their teachers' analysis. (KHR)

"In Brief" focuses on K-12 mathematics and science research and implications for policymakers, educators, and researchers seeking to improve student learning and achievement This brief highlights the learning gains of 240 elementary students involved in a long-term study in Madison, Wisconsin and their remarkable ability to reason with arithmetic…

Describes five types of activities that elementary school teachers can use to help students understand decimals. These activities use money calculations, base-10 blocks, meter sticks, calculators, and problem solving. Specific examples are provided. (MDM)

Describes three approaches teachers can use to help students understand multiplication and division: calculator explorations, problem solving, and discussion topics. Specific examples are provided for primary and upper grades. (MDM)

A nine-step model is presented for diagnosing and correcting computation errors in arithmetic. The model, which lends itself to curriculum-based assessment and instruction, involves such steps as identifying error patterns, interviewing the student, and selecting the appropriate corrective strategy. (JDD)

NCTM Past President Cathy L. Seeley shares her messages on today's most relevant topics and issues in education. Based on Cathy L. Seeley's award-winning NCTM President's Messages, and including dozens of new messages, this must-have K-12 resource offers straight talk and common sense about some of today's most important, thought-provoking issues…