My kids can : making math accessible to all learners, K–5
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1 Are We Multiplying or Dividing? Being Explicit in Teaching Mathematics Ana Vaisenstein It is common to hear that students with ...
couldn’t figure out why. Davel did not reason, he proceeded mechanically and did not understand the meaning of the steps he took ...
From the beginning, I tried to help them take control of their own learning by developing productive work habits. I made it clea ...
calculating 78or(38)(48). I introduced the picture by explaining that I saw the trays that morning at a bakery around the co ...
use the manipulatives for two reasons: (1) to represent their ideas in a concrete model, and (2) to ground the discussion about ...
in thinking about how what they already know or learned can help them solve a new problem. I knew that the students in my small ...
DAVEL: We have just solved 9 8, which is 72. So 9 7 is... 1 group less. LUCÍA: Yes! Yes! 72 7? JULIO: No wait! First we had 8 ...
Davel 23 4 92 9 4 36 9 4 36 5 4 20 36 36 20 92 After the work of these three students was on the board, I ...
takes practice. Although I consider the previous conversation very successful, the initial conversation consisted of the student ...
As you may recall, my students referred to contexts as a way to think through an idea in previous lessons as well. During the i ...
Lucía was able to identify what type of problem it was and which equation repre- sented the problem. (See Figure 1–2.) She wrote ...
It is important to consider children’s mistakes as learning opportunities. In the past, I tried to explain students’ mistakes to ...
Reflections Although I worked with these students in a small group, I know from my own ex- perience and through talking with oth ...
2 What Comes Next? Being Explicit About Patterns Laura Marlowe I have learned that it is important for me to take an active role ...
What Is a Pattern? Who Needs Support? The beginning of our pattern unit asks students to name patterns they see in the classroom ...
One day my students played a game called What Comes Next? in which one student builds a linear pattern with twelve color tiles o ...
TEACHER: How could you explain it to him? Why isn’t it a pattern? CHAD: It doesn’t keep going. It doesn’t repeat. It should be b ...
Rashid’s eyes lit up when he saw that he was correct. I asked them to continue doing the activity with the pattern Chad created, ...
To solidify students’ ability to make generalizations about patterns, we also play games and do activities that have different c ...
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