Display the image for all to see throughout the activity. Tell students that they calculated the volume of this heart-shaped box in a previous lesson and today they are going to calculate a different measurement. Ask students what additional information they need to find the total amount of ca...
The first challenge spoken about by several teachers was decisions around using everyday or more formal discourses. For these teachers, the term everyday referred to the words, phrases, and contexts used by learners in their lives outside the mathematics classroom. This was not explicitly contraste...
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Reading, Writing: MLR8 Discussion Supports.Briefly review the meaning of the terms “label” and “tick marks” as you or a student points to these features in the student task statement. Review the meaning of the term “locate” by acting out and thinking aloud. ...
We develop math games and curriculum, including tons of free lesson plans that we give away here. We train teachers and produce professional learning materials. And we write puzzles, produce math-art shows, and do whatever we can to show people how playful, beautiful, and life-changing ...
The study was carried out in the spring term of the 2018-2019 academic year with the participation of 116 fourth-grade students from three public primary schools in a province which is in the western Black Sea Region. The primary data source of the study is "Mathemati...
This study examined how six fourth- and fifth-grade teachers orchestrated opportunities in lesson plans for students to make transitions among the visual and symbolic representations within and beyond fraction VMs. Results showed that teachers used two strategies for orchestrating these transitions: VM ...
I focus not only on helping students grasp the subject matter but also on developing critical thinking and analytical skills. I believe that understanding the "why" behind mathematical and scientific concepts is crucial for long-term retention and application. Therefore, I encourage ...
in the long term and take ownership of learning. The teachers changed from curriculum implementer (received curriculum) to curricu- lum transformer. Curriculum knowledge changed in two ways: (a) adapting tasks that meet curriculum intentions and (b) augmenting curriculum intentions to enrich learning...