This handbook presents the state-of-the art scholarship on theoretical frames, mathematical content, learning environments, pedagogic practices, teacher professional learning, and policy issues related to the development and use of digital resources in mathematics education. With the advent of more and more open access digital resources, teachers…

This book is about scientific inquiry. Designed for early and mid-career researchers, it is a practical manual for conducting and communicating high-quality research in (mathematics) education. Based on the authors' extensive experience as researchers, as mentors, and as members of the editorial team for the Journal for Research in Mathematics…

An example is noted in which a given problem is reformulated and extended. The problem solving includes discussion and dispute, plus the recognition that different approaches are both possible and desirable, is thus demonstrated. (MNS)

This document provides paraeducators with an opportunity to enhance their knowledge of the content and pedagogy of elementary mathematics. The module serves two purposes: To increase the mathematical proficiency of participating paraprofessionals by engaging them in mathematical activities that are relevant to elementary mathematics. Activities in…

This publication, designed to help teacher educators profit from the experience and wisdom of colleagues, brings together articles from "The Arithmetic Teacher" on preservice elementary school mathematics teacher education. This collection of articles has two specific purposes. One is to serve as a reminder of the broader issues and concerns that…

This is the second module in a series on mathematics methods and materials for preservice elementary teachers. This module focuses on three instructional and learning modes: expository, guided discovery, and inquiry (pure discovery). Objectives for the module are listed, the prerequisites are stated, pre- and post-assessment standards are…

This fourth module in a sequence of instructional modules for preservice elementary teachers deals with the laboratory approach to mathematics. The module focuses on laboratory activities aimed at readiness, concept development, concept synthesis, recall, application, planning, evaluation, and remediation. Objectives for the module, prerequisites,…

Teachers can partially remedy misconceptions and anxiety about mathematics by incorporating a historical perspective into mathematics teaching. Numerous examples of how this can be done are presented, along with ideas illustrating the growth and evolution of mathematical ideas. (MNS)

This book explores some of the relationships between mathematics, children's literature, and literary criticism. It focuses on ways of using trade books to provide children and educators with powerful instructional experiences that integrate the study of mathematics with children's literature and the search for excellent children's trade books…

This article reviews four ways to approach percent problems, discusses percents of increase or decrease, and makes some suggestions for improvement in the teaching of percent problems. (Author/MK)

Three short essays provide teaching suggestions for lessons on base two, order of operations, and ratios used to motivate a number of mathematical ideas. (MK)

This monograph provides teachers with a wide range of articles on the teaching of problem solving in the mathematics classroom. The first section, on Understanding the Problem, includes articles which provide a sense of the "problem" of teaching problem solving. The second section, on Devising a Plan, provides suggested plans for…

A four-step sequence of desirable student cognitive behaviors is described and discussed. Teaching implications are noted. (MK)

Several examples are given to show that the calculator can be a tool to enhance mathematical understanding. Expressing rational numbers (fractions) as decimals provides the content focus. (MNS)

Noitcarf numbers provide a simulation activity that allows teachers or education students to gain an understanding of the feelings of students who are taught mathematics by a "rules" method. They are actually an abstract presentation of operations with fractions. (MK)