The authors describe a hands-on program that they developed after their attendance at the NCTM Algebra Academy. The article explains how to use literature to capture youngsters' attention and engage them in interactive mathematical activities.

The increased popularity of lesson study in the United States--an approach to professional development initiated in Japan more than a century ago--is due in large part to findings from the 1995 Trends in International Mathematics and Science Study (TIMSS) video study and the subsequent book, "The Teaching Gap" (Stigler and Hiebert 1999). "Lesson…

To better understand how teachers can capitalize on the power of story problems, Jacobs and Ambrose analyzed teacher-student conversations in problem-solving interviews. They identified eight categories of teacher moves that, when timed properly, were productive in advancing mathematical conversations. (Contains 2 tables.)

Learning mathematics has traditionally been thought of as a sequential progression. Children learn to count to 10, then to 20, and then to 100. They learn to add without regrouping and then with regrouping. The authors teach addition before multiplication and the two-times table before the six-times table. They usually teach division as a separate…

Problem solving lies at the heart of mathematical learning. Children need opportunities to write, discuss, and solve problems on a regular basis. The problems must incorporate grade-appropriate content and be "accessible and engaging to the students, building on what they know and can do." Teachers also play a key role in establishing a classroom…

Presents student responses to the "The Darts, Anyone?" problem that appeared in the May, 1999 issue of this journal. The problem concerned finding possible scores on dart rings. (KHR)

Introduces a problem that can be used to help children develop graph sense. Involves two graphs of which students must determine which one applies to which situation. (KHR)

Presents a new problem for students and discusses the results of a previous one. (Author/YDS)

Presents responses to the Painting Tiles problem. (Author)

Provides a model for teachers to engage children in understanding problems and communicating their solutions in order to lead them toward becoming mathematically powerful learners. (Author/NB)

Presents solutions to the Pumpkin Puzzler problem that appeared in the October 2001 issue of this journal. (Author/NB)

Presents solutions to the Football Frenzy problem that appeared in the November 2001 issue of this journal. (Author/NB)

Five primary-grade students identified as learning-disabled benefited from instruction that focused on making sense of mathematics word problems. Examples of student work demonstrate the students' ability to solve a variety of problem types and justify their solutions. (Author/NB)

Describes three types of mathematics problems that are useful in promoting algebraic reasoning in the elementary school. (Author/NB)

Presents solutions for a problem concerning doubling a recipe from a previous article on number concepts in the October 1997 issue. (ASK)