This is part of a series on fractions. Click here for the previous article in the series. It’s not always “apples to apples” for the addition and subtraction of fractions. There are only a few things this writer remembers from his early elementary school days. Mrs. Weeks, my first-grade teacher, often repeated the statement, “You […]
READ MOREFocus on Fractions: Linking Fractions and Decimals (Using the Number Line)
This is part of a series on fractions. Click here for the previous article in the series. Decimal fractions used in history and the use of the number line in teaching fractions. In this post, I’ll explain how fractions came into being and how today’s number line is an invaluable tool for making the link […]
READ MOREFocus on Fractions: Visual Images That Help Teach Fractions
This is part of a series on fractions. Click here for the previous article in the series. Children benefit greatly from the use of concrete materials and visual images when learning fractions. Over the past 50-plus years, various learning theorists have advocated the use of concrete materials and visual images to help children develop full […]
READ MOREFocus on Fractions: Are Fractions Key to a Child’s Future Success in Mathematics?
This is part of a series on fractions. Click here for the previous article in the series. Research suggests fractions are essential for a student’s future success in mathematics. Since 2012, there have been a range of published research studies (Bailey et al., 2012; Booth & Newton, 2012; Torbeyns etal., 2014; Siegler etal., 2012)1, suggesting […]
READ MOREUsing Language Stages to Guide the Development of Measurement Concepts (Part 2)
Using Language Stages to Guide the Development of Measurement Concepts Language can be used to guide the development of nearly all mathematics concepts including the development of measurement concepts. In fact, when language is used in the teaching of mathematics it forces curriculum planners to focus on concepts and not just skills or procedures. To […]
READ MORELanguage in Mathematics: Borrowing from Literacy Strategies (Part 3)
Visualization and modeling as active thinking math strategies Visualization and modeling is the third and final research-based strategy covered in this series. Click here to read Part 1 of the series. When students use or recall objects, pictures, or models during and after their math study, they are better able to explain their understanding to peers, parents […]
READ MORELanguage in Mathematics: Parent Observations and Actions (Part 1)
What’s a parent to do with two kids, two approaches, and two vastly different outcomes in teaching the concept of multiplication? Similar to those reading this article, I am passionate about mathematics education, and as a parent of two young children, I am very interested in the homework they bring home! In this article, I […]
READ MORELanguage in Mathematics: Borrowing from Literacy Strategies (Part 2)
Questioning as an Active Thinking Math Strategy Questioning, the second of the three research-based strategies covered in this series on language in mathematics, is effective in generating active engagement in class. Click here to read Part 1 of the series. Techniques for questioning help clarify and deepen the understanding of a focused math topic, but for many […]
READ MORELanguage in Mathematics: Borrowing from Literacy Strategies (Part 1)
Activating prior knowledge and using schema to make predictions Over the years, elementary teachers in non-math subjects have made great use of research-based literacy strategies. These strategies increase reading comprehension by asking students to explore connections between what they’re reading and their previous experiences, background, or prior knowledge. The question for elementary math teachers is: […]
READ MOREUsing Language Stages to Guide the Development of Concepts – Addition (Part 1)
The language stages Over 30 years ago, I worked with students who were experiencing difficulties with problem solving and generally applying mathematics. From that work and my continued focus on helping all students succeed with mathematics, it became apparent that the language students know is a major factor in their success. In order to build […]
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