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Articles
1-272 out of 272 article(s)
| Title |
Author |
Type |
Date |
Words |
| Using the Scaffolding Numeracy in the Middle Years assessment materials to support student learning: this article describes and illustrates how Margarita Breed used the Scaffolding Numeracy in the Middle Years 2003-2006 Project (SNMY) assessment materials to support the learning of students in Year 6. In the process, Margarita learned a great deal about the students' multiplicative thinking. |
Breed, Margarita |
|
Dec 15, 2012 |
2509 |
| What matters most when students and teachers use interactive whiteboards in mathematics classrooms? The team from Avondale College of Higher Education answers many questions about the use of interactive whiteboards in the teaching of mathematics. We encourage teachers to consider the implications of IWB use in their classrooms as a result of reading this article. |
McQuillan, Kimberley; Northcote, Maria; Beamish, Peter |
|
Dec 15, 2012 |
2667 |
| From routine to rich: developing an algebraic reasoning task for a middle/upper primary class. |
Bridge, Courtney; Day, Lorraine; Hurrell, Derek |
|
Dec 15, 2012 |
2777 |
| Developing "algebraic thinking": two key ways to establish some early algebraic ideas in primary classrooms: we encourage readers to review this article twice--once to comprehend the arguments put forth--and a second time to appreciate the nuances of what Christine Ormond has written. |
Ormond, Christine |
|
Dec 15, 2012 |
3668 |
| Applying a framework for engagement with mathematics in the primary classroom: in this article, Catherine Attard explains the necessary foundations for enagagement to occur and outlines pedagogy that will assist with encouraging student engagement. A particular highlight is the application of Thinkers Keys to the teaching of mathematics; in this case the teaching of time concepts. |
Attard, Catharine |
|
Dec 15, 2012 |
3386 |
| Maths in the board room. |
Johnston, Scott |
|
Dec 15, 2012 |
2240 |
| Fibonacci's proposition two. |
de Mestre, Neville |
|
Dec 15, 2012 |
1192 |
| Constructing with non-standard bricks. |
Andras, Szilard |
Report |
Dec 15, 2012 |
2703 |
| Satellites you can see for homework. |
Broderick, Stephen |
Cover story |
Dec 15, 2012 |
1241 |
| Sharing equally using geometric dissections. |
de Mestre, Neville |
|
Sep 22, 2012 |
1030 |
| Deepening students' understanding of multiplication and division by exploring divisibility by nine. |
Young-Loveridge, Jenny; Mills, Judith |
|
Sep 22, 2012 |
2730 |
| Spatial thinking tasks. |
Gough, John |
|
Sep 22, 2012 |
413 |
| More2books. |
|
|
Sep 22, 2012 |
1317 |
| My child "can". |
Storeygard, Judy |
|
Sep 1, 2012 |
1729 |
| First-grade methods of single-digit addition with two or more addends. |
|
|
Sep 1, 2012 |
513 |
| Overly scripted: exploring the impact of a scripted literacy curriculum on a preschool teacher's instructional practices in mathematics. |
Parks, Amy Noelle; Bridges-Rhoads, Sarah |
Report |
Jul 1, 2012 |
9285 |
| Advanced thinking: mathematics, general semantics ... ways to improve relationships. |
Dawes, Milton |
|
Jul 1, 2012 |
6313 |
| Tools of the trade: Kathy Arnold describes her experience using the Assessment for Common Misunderstandings Tools with her students. As with any tool, she explains, it is how you use the tool that makes the difference. |
Arnold, Kathy |
Report |
Jun 22, 2012 |
3125 |
| A mathematics and ScienceTrail: Kathy Horak Smith and Sarah Quebec Fuentes show how mathematics and science may be integrated via the use of a mathematics/science trail. |
Smith, Kathy Horak; Fuentes, Sarah Quebec |
Report |
Jun 22, 2012 |
2620 |
| Effective mathematics strategies for pre-school children with autism: Hui Fang Huang Su, Leanne Lai and Herminia Janet Rivera look at adjusting the teaching of mathematics to cater for young students with autism. They report on a project that helped students link unfamiliar concepts to what they already know. Many of the ideas could be applied to teaching young mainstream students. |
Su, Hui Fang Huang; Lai, Leanne; Rivera, Herminia Janet |
Report |
Jun 22, 2012 |
2895 |
| Teaching with technology: exploring the use of robotics to teach mathematics: robots, once the providence of science fiction are now part of the classroom. Catherine Attard explains how to evaluate their use. |
Attard, Catherine |
Report |
Jun 22, 2012 |
835 |
| Encouraging meaningful engagement with pictorial patterning tasks. |
Samson, Duncan |
Report |
Jun 22, 2012 |
2665 |
| Number classifications. |
de Mestre, Neville |
Report |
Jun 22, 2012 |
1223 |
| Lesson study on the area of a parallelogram for year 7 students. |
Hoong, Leong Yew; Phyllis, Joseph; Ling, Lee Hui; Wei, Felicia Tan Yi; Hassan, Herma Ayuni Binte; Yi |
Report |
Jun 22, 2012 |
3295 |
| Implementing formative mathematics assessments in Prekindergarten. |
Komara, Cecile; Herron, Julie |
Essay |
May 1, 2012 |
3496 |
| Meaning, memory, and multiplication: integrating patterns and properties with basic facts. |
Ploger, Don; Hecht, Steven |
|
May 1, 2012 |
3550 |
| The multicultural mathematics classroom: culturally aware teaching through cooperative learning & multiple representations. |
Jao, Limin |
Report |
Mar 22, 2012 |
8671 |
| Training and deriving precalculus relations: a small-group, web-interactive approach. |
McGinty, Jenny; Ninness, Chris; McCuller, Glen; Rumph, Robin; Goodwin, Andrea; Kelso, Ginger; Lopez, |
Report |
Mar 22, 2012 |
7088 |
| Word problem solving: a schema approach in year 3. |
van Klinken, Eduarda |
|
Mar 22, 2012 |
2281 |
| What is a reasonable answer? Ways for students to investigate and develop their number sense. |
Muir, Tracey |
|
Mar 21, 2012 |
3882 |
| Teaching with technology. |
Attard, Catherine; Northcote, Maria |
|
Mar 21, 2012 |
1448 |
| Engagement with mathematics: what does it mean and what does it look like? |
Attard, Catherine |
|
Mar 20, 2012 |
2212 |
| Mathematics on the move: using mobile technologies to support student learning (part 1): Catherine Attard and Maria Northcote explore the use of mobile technologies as part of our digital repertoire for teaching mathematics. If you are thinking mobile technologies means calculators then this article will provide food for thought! Watch out for part 2 next year. |
Attard, Catherine; Northcote, Maria |
|
Dec 6, 2011 |
929 |
| How problem solving can develop an algebraic perspective of mathematics: Will Windsor provides a brief overview of problem solving and links it to algebraic thinking. Readers are encouraged to try the tasks with their own students and then re-read the article. |
Windsor, Will |
|
Dec 3, 2011 |
2143 |
| A strategy-based intervention to improve math word problem-solving skills of students with emotional and behavioral disorders. |
Alter, Peter; Brown, E.Todd; Pyle, Jeffrey |
Report |
Nov 1, 2011 |
5666 |
| Using Microsoft Word to teach area: Duncan Symons describes how readily available software may be used to help children develop better understanding of area. |
Symons, Duncan |
Report |
Sep 22, 2011 |
1945 |
| Early numeracy intervention program for first-grade students with mathematics difficulties. |
Bryant, Diane Pedrotty; Bryant, Brian R.; Roberts, Greg; Vaughn, Sharon; Pfannenstiel, Kathleen Hugh |
Report |
Sep 22, 2011 |
8979 |
| Seeing mathematics through a new lens: using photos in the mathematics classroom. |
Bragg, Leicha A.; Nicol, Cynthia |
Report |
Sep 22, 2011 |
2468 |
| Problem solving. |
de Mestre, Neville |
Report |
Sep 22, 2011 |
1339 |
| Spherical geometry. |
Hyde, Hartley |
Report |
Sep 22, 2011 |
1496 |
| Deciwire: an inexpensive alternative for constructing linear representations of decimals: Jenny Young-Loveridge and Judith Mills describe how a simple teaching aid called a Deciwire may be used to help children understand decimals. |
Young-Loveridge, Jenny; Mills, Judith |
Report |
Sep 20, 2011 |
2763 |
| Good morning numbers day: motivating for mathematics: Salvador Vidal Ramentol describes a project called "Numbers Day" that was designed to improve students attitudes toward mathematics. There are many features of Numbers Day that teachers might incorporate into their own maths activity days. |
Ramentol, Salvador Vidal |
Report |
Sep 20, 2011 |
1699 |
| Body fractions: a physical approach to fraction learning: Judith Mills outlines a different way of exploring fractions: using a physical approach. |
Mills, Judith |
|
Jun 22, 2011 |
2416 |
| Teaching English language learners (ELLs) Mathematics in early childhood. |
Lee, Joohi; Lee, Young Ah; Amaro-Jimenez, Carla |
Report |
May 11, 2011 |
4269 |
| Helping children understand fraction concepts using various contexts and interpretations. |
Morge, Shelby P. |
Report |
May 11, 2011 |
1919 |
| Promoting children's communication: a kindergarten teacher's conception and practice of effective mathematics instruction. |
Jung, Hye Young; Reifel, Stuart |
Report |
Apr 1, 2011 |
8816 |
| Tips and training techniques: math and physics for technology students. |
Spielbauer, Glen W. |
Brief article |
Mar 22, 2011 |
298 |
| The square root of 2. |
Scott, Paul |
|
Mar 22, 2011 |
1264 |
| Make your own paint chart: a realistic context for developing proportional reasoning with ratios. |
Beswick, Kim |
|
Mar 22, 2011 |
2845 |
| My favourite ratio--an inquiry about Pi. |
Brown, Natalie; Watson, Jane; Wright, Suzie |
|
Mar 22, 2011 |
5165 |
| Capitalising on inherent ambiguities in symbolic expressions of generality. |
Samson, Duncan |
|
Mar 22, 2011 |
1851 |
| Target totals via BODMAS. |
de Mestre, Neville |
|
Mar 22, 2011 |
1013 |
| Demonstrating inequality. |
Hyde, Hartley |
|
Mar 22, 2011 |
1541 |
| How do I teach mathematics in a culturally responsive way? Identifying empowering teaching practices. |
Ukpokodu, Omiunota N. |
Report |
Mar 22, 2011 |
9697 |
| A pilot study of a self-voicing computer program for prealgebra math problems. |
Beal, Carole R.; Rosenblum, L. Penny; Smith, Derrick W. |
Report |
Mar 1, 2011 |
6248 |
| Increasing math assignment completion using solution-focused brief counseling. |
Fearrington, Jamie Y.; McCallum, R. Steve; Skinner, Christopher H. |
Report |
Feb 1, 2011 |
6221 |
| Cracking the code of NAPLAN numeracy tests in primary years: an exploration of the language used to assess numeracy: focusing on the literacy requirements of mathematics is good teaching practice. |
Quinnell, Lorna |
|
Feb 1, 2011 |
1713 |
| Linear equations: equivalence = success. |
Baratta, Wendy |
Report |
Jan 1, 2011 |
2247 |
| Tree maths. |
de Mestre, Neville |
|
Jan 1, 2011 |
946 |
| Trigonometry. |
Prochazka, Helen |
|
Jan 1, 2011 |
370 |
| Think of a number: adapting the birthday problem for the classroom. |
Guan, Tay Eng |
|
Jan 1, 2011 |
1474 |
| Using Scratch: an integrated problem-solving approach to mathematical thinking: Nigel Calder describes how Scratch can be used to design games to develop mathematical concepts. |
Calder, Nigel |
|
Dec 14, 2010 |
2593 |
| Trialling the Australian curriculum. |
Ashman, Di |
|
Dec 14, 2010 |
569 |
| Connected tasks: the building blocks of reasoning and proof Kerri Richardson, Tyrette Carter & Sarah Berenson describe how pattern blocks can be used to engage students in a variety of open-ended challenges. |
Richardson, Kerri; Carter, Tyrette; Berenson, Sarah |
|
Dec 9, 2010 |
2423 |
| Primary students' success on the structured number line: Carmel M. Diezmann, Tom Lowrie & Lindy A. Sugars identify the source of errors that occur during the solution of structured number line tasks. |
Diezmann, Carmel M.; Lowrie, Tom; Sugars, Lindy A. |
|
Dec 9, 2010 |
2112 |
| Planning, teaching and assessing mathematics learning for real! Leonie Youdale describes her experiences with teaching a small group of children the number sequence 11-20. |
Youdale, Leonie |
|
Dec 9, 2010 |
1760 |
| I: the ultimate mystery. |
Scott, Paul |
|
Dec 9, 2010 |
385 |
| Templates in action. |
Serow, Penelope "Pep"; Inglis, Michaela |
|
Dec 9, 2010 |
1908 |
| Discovery. |
de Mestre, Neville |
|
Dec 9, 2010 |
1339 |
| A Lakatosian encounter with probability. |
Chick, Helen |
|
Dec 9, 2010 |
4186 |
| Using children's literature to teach measurement. |
Tucker, Carolyn; Boggan, Matthew; Harper, Sallie |
Report |
Sep 22, 2010 |
3501 |
| Concretising factorisation of quadratic expressions. |
Hoong, Leong Yew; Fwe, Yap Sook; Yvonne, Teo Mei Lin; Subramaniam, Thilagam d/o; Zaini, Irni Karen B |
|
Sep 22, 2010 |
2757 |
| Pascal's triangle. |
de Mestre, Neville |
|
Sep 16, 2010 |
996 |
| I am real? |
Scott, Paul |
|
Sep 16, 2010 |
922 |
| Modelling the growth of SWINE FLU. |
Thomson, Ian |
|
Sep 16, 2010 |
1278 |
| Why are mathematical investigations important? |
Quinnell, Lorna |
|
Sep 16, 2010 |
2432 |
| What's average? |
Stack, Sue; Watson, Jane; Hindley, Sue; Samson, Pauline; Devlin, Robyn |
Report |
Sep 16, 2010 |
4203 |
| The praxis of building capacity in mathematics and science in a rural, non-government systems of schools: voices of teacher leaders. |
Connor, Vince; Auld, Billinda; Eakin, Patricia; Morris, Kerry; Tilston, Michael |
Report |
Jul 1, 2010 |
6340 |
| Efficient class-wide remediation: using technology to identify idiosyncratic math facts for additional automaticity drills. |
Parkhurst, John; Skinner, Christopher H.; Yaw, Jared; Poncy, Brian; Adcock, Westley; Luna, Elisa |
Report |
Jun 22, 2010 |
5163 |
| Leaning on Socrates: to derive the pythagorean theorem. |
Percy, Andrew; Carr, Alistair |
Report |
Jun 22, 2010 |
1790 |
| Cactus presentation style. |
Hyde, Hartley; Spencer, Toby |
|
Jun 22, 2010 |
1994 |
| Finding the general term for an arithmetic progression: alternatives to the formula. |
Yeo, Joseph B.W. |
|
Jun 22, 2010 |
1843 |
| Reasoning not recipes: helping your students develop statistical understanding and enjoy the experience! |
Mooney, Gai |
|
Jun 22, 2010 |
1255 |
| Key pad geometry and divisibility of numbers. |
Van Dyke, Frances; Keynes, Michael |
|
Jun 22, 2010 |
1755 |
| Simple noughts and crosses. |
Gough, John |
|
Jun 22, 2010 |
716 |
| Decimats: helping students to make sense of decimal place value: Anne Roche introduces "decimats" and describes how they can be used to make sense of decimal size and decimal place value. |
Roche, Anne |
Report |
Jun 22, 2010 |
2683 |
| Revisiting mathematics manipulative materials: Paul Swan and Linda Marshall revisit the use of manipulatives. They look at the different types and the ways in which they are used by teachers. |
Swan, Paul; Marshall, Linda |
Report |
Jun 22, 2010 |
2925 |
| Hot chocolate ideas: be tempted by some of these Hot Chocolate Ideas contributed by Kim Beswick. |
|
|
Jun 22, 2010 |
567 |
| Robotic toys as a catalyst for mathematical problem solving: Kate Highfield describes a series of tasks in which robotic toys are used to develop young children's mathematical and metacognitive skills. |
Highfield, Kate |
Brief article |
Jun 22, 2010 |
2256 |
| Positioning picture books within the mathematics curriculum: Kate Jenkins shows how some of our favourite picture books can be used to develop understanding of position and location. |
Jenkins, Kate |
Report |
Jun 22, 2010 |
1556 |
| Effects of using modified items to test students with persistent academic difficulties. |
Elliott, Stephen N.; Kettler, Ryan J.; Beddow, Peter A.; Kurz, Alexander; Compton, Elizabeth; McGrat |
Report |
Jun 22, 2010 |
11224 |
| STEM. |
|
Brief article |
May 28, 2010 |
172 |
| An assessment-for-learning system in mathematics for individuals with visual impairments. |
Hansen, Eric G.; Shute, Valerie J.; Landau, Steven |
Report |
May 1, 2010 |
5448 |
| Summer camps: a fun way to reinforce math skills. |
Tichenor, Mercedes; Plavchan, Joan |
Report |
Mar 1, 2010 |
2316 |
| Integrating the design mathematical trail in mathematics curriculum for the sixth grade student. |
Tsao, Yea-Ling |
Report |
Mar 1, 2010 |
5431 |
| Newer Math: Limerick Addition. |
|
|
Feb 1, 2010 |
785 |
| Enhancing children's spatial sense using tangrams. |
Lee, Joohi; Lee, Joo Ok; Collins, Denise |
Report |
Dec 22, 2009 |
1639 |
| Optical illusions. |
|
|
Oct 6, 2009 |
2760 |
| Context in an interdisciplinary algebra writing assignment. |
Staats, Susan; Batteen, Chris |
|
Sep 22, 2009 |
5841 |
| Editorial. |
Falle, Judith |
Editorial |
Sep 22, 2009 |
446 |
| Finding the area of a circle; didactic explanations in school mathematics. |
Stacey, Kaye; Vincent, Jill |
|
Sep 22, 2009 |
1245 |
| Number guessing. |
Sezin, Fatin |
|
Sep 22, 2009 |
2569 |
| Blokus in space. |
Gough, John |
|
Sep 22, 2009 |
1603 |
| Bodmas. |
de Mestre, Neville |
|
Sep 22, 2009 |
815 |
| Two geo-arithmetic representations of [n.sup.3]: sum of hex numbers. |
Unal, Husan |
|
Sep 22, 2009 |
1131 |
| Improving students' attitudes to chance with games and activities. |
Nisbet, Steven; Williams, Anne |
|
Sep 22, 2009 |
6386 |
| Licorice production and manufacturing: all-sorts of practical applications for statistics: Jane Watson, Jane Skalicky, Noleine Fitzallen and Suzie Wright describe a rich task aimed at helping students from grade 1 to middle school appreciate the source of variation as they generate and examine their own data. |
Watson, Jane; Skalicky, Jane; Fitzallen, Noleine; Wright, Suzie |
|
Sep 22, 2009 |
3787 |
| Cracking the NAPLAN code: numeracy and literacy demands: Thelma Perso examines the literacy demands of NAPLAN test items and provides advice about the explicit teaching of code-breaking and comprehension skills that are essential to numeracy. |
Perso, Thelma |
|
Sep 22, 2009 |
2188 |
| Writing in maths. |
|
|
Sep 22, 2009 |
513 |
| Scaffolding students' thinking in mathematical investigations: Natalie McCosker and Carmel Diezmann draw some pertinent lessons about effective scaffolding from four episodes in which the teacher's attempts at scaffolding did not have the desired effects. |
McCosker, Natalie; Diezmann, Carmel |
|
Sep 22, 2009 |
1895 |
| Does your elementary mathematics methodology class correspond to constructivist epistemology? |
Shirvani, Hosin |
Report |
Sep 1, 2009 |
6375 |
| The value of Math-in-CTE. |
Callahan, Margaret E. |
|
Sep 1, 2009 |
1019 |
| Stepping out of the classroom: building teacher knowledge for developing classroom practice. |
Foote, Mary Q. |
Report |
Jun 22, 2009 |
6906 |
| Exploring open-ended tasks as teacher learning. |
Sullivan, Peter; Griffioen, Mel; Gray, Hayley; Powers, Chris |
|
Jun 22, 2009 |
2628 |
| Tasks involving models, tools and representations: making the Mathematics explicit as we build tasks into lessons. |
Clarke, Barbara; Sanders, Peter |
Report |
Jun 22, 2009 |
2352 |
| Isometric drawing: opening up the activity to reveal student learning. |
Begg, Meredith; Cavagna, Anthony |
|
Jun 22, 2009 |
402 |
| The ideal mathematics class for grades 5 and 6: what do the students think? |
O'Shea, Helen |
Report |
Jun 22, 2009 |
2756 |
| Using mathematical tasks built around "real" contexts: opportunities and challenges for teachers and students; the need for greater challenge and relevance for students in the middle years. |
Clarke, Doug; Roche, Anne |
Report |
Jun 22, 2009 |
4164 |
| Same task, different paths: catering for student diversity in the mathematics classroom; "For all teachers and all lessons most of the class should be working on tasks beyond their current levels of thinking" (Sullivan, 2008). |
Ferguson, Sarah |
Report |
Jun 22, 2009 |
2449 |
| Editorial. |
Falle, Judith |
Editorial |
Jun 22, 2009 |
511 |
| e: how to multiply by adding. |
Scott, Paul |
|
Jun 22, 2009 |
1375 |
| Marina's fish shop: a mathematically- and technologically-rich lesson. |
Wander, Roger; Pierce, Robyn |
|
Jun 22, 2009 |
2235 |
| Finding the area of a trapezium: theme and variations. |
Vincent, Jill; Stacey, Kaye |
|
Jun 22, 2009 |
1170 |
| Features of generalising tasks: help or hurdle to expressing generality? |
Chua, Boon Liang |
|
Jun 22, 2009 |
3575 |
| Using tool-making to contextualise geometry: the super-size protractor. |
Sheppard, Ian |
|
Jun 22, 2009 |
3571 |
| Algebraic thinking: what it is and why it matters. |
McClure, Carla Thomas |
|
Apr 1, 2009 |
916 |
| Enhancing children's conceptual understanding of mathematics through Chartworld software. |
Ploger, Don; Hecht, Steven |
Report |
Mar 22, 2009 |
5501 |
| Folding shapes. |
de Mestre, Neville |
|
Mar 22, 2009 |
790 |
| Where does the formula come from? Students investigating total surface areas of a pyramid and cone using models and technology. |
Obara, Samuel |
|
Mar 22, 2009 |
3076 |
| Critical numeracy and abstraction: percentages: Paul White, Mike Mitchelmore, Sue Wilson and Rhonda Faragher describe an approach to teaching percent that puts contexts and application before abstract concepts and procedures. |
White, Paul; Mitchelmore, Mike; Wilson, Sue; Faragher, Rhonda |
|
Mar 22, 2009 |
2424 |
| Equivalence and equations in early years classrooms: Elizabeth Warren, Annette Mollinson and Kym Oestrich explain how young children can develop powerful understandings of equivalence and equations. |
Warren, Elizabeth; Mollinson, Annette; Oestrich, Kym |
|
Mar 22, 2009 |
2289 |
| The visual side to numeracy students' sensemaking with graphics: Carmel Diezmann, Tom Lowrie, Lindy Sugars and Tracy Logan describe the roles and importance of graphics encountered in mathematics. |
Diezmann, Carmel; Lowrie, Tom; Sugars, Lindy; Logan, Tracy |
|
Mar 22, 2009 |
1732 |
| Learning how to represent mathematics on paper: Tamsin Meaney, Tony Trinick and Uenuku Fairhall present a staged process of encouraging students to represent their mathematics on paper. |
Meaney, Tamsin; Trinick, Tony; Fairhall, Uenuku |
|
Mar 22, 2009 |
2626 |
| Building an igloo: a rich source of mathematics for young children: Jane Knowles provides a wonderful example of a rich, open and authentic task through which her young students learned a great deal of mathematics. |
Knowles, Jane |
|
Mar 22, 2009 |
2283 |
| Spatial thinking tasks--cube diagrams and drawings. |
Gough, John |
|
Mar 22, 2009 |
870 |
| Tips for teaching math to CTE students. |
Scarpello, Gary |
|
Mar 1, 2009 |
1397 |
| Evaluating the effectiveness of the implemented models of ICT tools in teaching mathematics. |
Vrdoljak, Anton; Banjanin, Milorad; Rakic, Kresimir |
Report |
Jan 1, 2009 |
1678 |
| Children with Down syndrome learning mathematics: can they do it? Yes they can! Jo Brady, Barbara Clarke, Ann Gervasoni discuss some teaching approaches that can be used to assist children with Down syndrome to learn mathematics. |
Brady, Jo; Clarke, Barbara; Gervasoni, Ann |
Report |
Dec 22, 2008 |
3162 |
| Equity mathematics and classroom practice: developing rich mathematical experiences for disadvantaged students: Robyn Jorgensen (Zevenbergen) and Richard Niesche describe some teaching approaches that contribute to enhanced learning outcomes for disadvantaged students. |
Jorgensen, Robyn "Zevenbergen"; Niesche, Richard |
Report |
Dec 22, 2008 |
3315 |
| New voices maths monsters, learning trails, games and interventions: some of the teaching and learning resources developed by teachers in the mathematics for learning inclusion program: Barbara Reinfeld, Ken Lountain and Diane Mellowship describe some of the features of the Mathematics for Learning Inclusion Program. |
Reinfeld, Barbara; Lountain, Ken; Mellowship, Diane |
Report |
Dec 22, 2008 |
1971 |
| Young children's block play and mathematical learning. |
Park, Boyoung; Chae, Jeong-Lim; Boyd, Barbara Foulks |
Report |
Dec 22, 2008 |
2448 |
| Raising student achievement. |
|
Brief article |
Oct 17, 2008 |
164 |
| Women in calculus: the effects of a supportive setting. |
Steele, Diana F.; Levin, Amy K.; Blecksmith, Richard; Shahverdian, Jill |
Report |
Sep 22, 2008 |
11317 |
| Real and relevant mathematics: is it realistic in the classroom? Len Sparrow reminds us what real and relevant mathematics means to children and outlines how teachers can plan purposeful activities and provide relevant contexts in the classroom. |
Sparrow, Len |
Report |
Jun 22, 2008 |
2210 |
| Just a cup ... John Gough uses a range of simple materials to facilitate students' understandings of measurement concepts. |
Gough, John |
Report |
Jun 22, 2008 |
2633 |
| Math education. |
|
Brief article |
Apr 11, 2008 |
84 |
| Another angle on angles: Tandi Clausen-May describes a dynamic approach used to develop the concept of angle as a measure of turn. |
Clausen-May, Tandi |
|
Mar 22, 2008 |
1116 |
| Virtual manipulatives on the interactive whiteboard: a preliminary investigation: Paula Mildenhall, Paul Swan, Maria Northcote and Linda Marshall outline how virtual manipulatives and interactive whiteboards can be used in the classroom. |
Mildenhall, Paula; Swan, Paul; Northcote, Maria; Marshall, Linda |
|
Mar 22, 2008 |
2358 |
| Mathematics through movement: an investigation of the links between kinaesthetic and conceptual learning: Karen Wood describes how she used dance and movement to engage students in mathematical investigations. |
Wood, Karen |
Report |
Mar 22, 2008 |
1975 |
| You could never find this in a shop! Using measurement skills to make pencil cases: Mary Barr Goral and Patty Gilderbloom provide an insight into a Grade 5 classroom where students were involved in a real-world project which enhanced their measurement skills. |
Goral, Mary Barr; Gilderbloom, Patty |
|
Mar 22, 2008 |
2074 |
| News show on Math Education. |
|
Brief article |
Mar 1, 2008 |
207 |
| Math education. |
|
Brief article |
Feb 29, 2008 |
171 |
| Do the Math. |
|
Brief article |
Feb 1, 2008 |
110 |
| The relationship between verve and the academic achievement of African American students in reading and mathematics in an urban middle school. |
Carter, Norvella P.; Hawkins, Torrance N.; Natesan, Prathiba |
Report |
Jan 1, 2008 |
7616 |
| The game of Hex. |
Scott, Paul |
|
Dec 22, 2007 |
949 |
| Sudoku. |
de Mestre, Neville |
|
Dec 22, 2007 |
1066 |
| Investigating the relationship between fraction proficiency and success in algebra. |
Brown, George; Quinn, Robert J. |
Report |
Dec 22, 2007 |
4006 |
| Diversions. |
Gough, John |
|
Dec 22, 2007 |
662 |
| Students' conceptions of models of fractions and equivalence. |
Jigyel, Karma; Afamasaga-Fuata'i, Karoline |
Report |
Dec 22, 2007 |
3698 |
| In search of beauty. |
Hyde, Hartley |
|
Dec 22, 2007 |
1735 |
| Using paper folding, fraction walls, and number lines to develop understanding of fractions for students from years 5-8. |
Pearn, Catherine Ann |
Report |
Dec 22, 2007 |
2500 |
| Paper folding fractions. |
Pagni, David |
|
Dec 22, 2007 |
636 |
| Developing an understanding of the concept of area: Tracey Muir provides insight into the types of experiences needed to establish a sound understanding of area measurement in middle primary years. |
Muir, Tracey |
|
Dec 22, 2007 |
1965 |
| Magic squares from primary classroom to postgraduate research in 10 simple exercises: Tim Roberts invites students and their teachers to engage with the mathematics of magic squares. |
Roberts, Tim |
|
Dec 22, 2007 |
1310 |
| Using spatial skills to interpret maps problem solving in realistic contexts: Tom Lowrie and Tracy Logan use realistic contexts to engage upper primary students in substantive mathematical thinking. |
Lowrie, Tom; Logan, Tracy |
|
Dec 22, 2007 |
1763 |
| ADMC: hot ideas: direct a robot. |
Way, Jenni |
|
Dec 22, 2007 |
660 |
| From here to there: the path to computational fluency with multi-digit multiplication: Janette Bobis highlights the critical links between number sense and a child's fluency with mental and written computation when learning how to perform multi-digit multiplication. |
Bobis, Janette |
|
Dec 22, 2007 |
2755 |
| 2, 4, 8: doubling snakes, caterpillars and goats made easy! Kathy Kartambis presents three complete lesson ideas designed to introduce and develop young children's confidence in the computation strategies associated with doubling numbers. |
Kartambis, Kathy |
|
Dec 22, 2007 |
1744 |
| "Back to basics" or "forward to basics"? |
Perso, Thelma |
|
Sep 22, 2007 |
2960 |
| Fractions. |
de Mestre, Neville |
|
Sep 22, 2007 |
1128 |
| An overview of dyscalculia: methods for ascertaining and accommodating dyscalculic children in the classroom. |
Michaelson, Matthew Thomas |
Report |
Sep 22, 2007 |
2867 |
| Fraction proficiency and success in algebra: what does research say? |
Brown, George; Quinn, Robert J. |
Report |
Sep 22, 2007 |
4187 |
| Editorial. |
Bobis, Janette; Way, Jenni |
Editorial |
Sep 22, 2007 |
357 |
| Racetract mapping engaging students in mathematics & geography. |
Tromp, Calvin; Davis, Rob |
|
Sep 22, 2007 |
1991 |
| Promoting repeating patterns with young children--more than just alternating colours! Marina Papic explains how experiences in the early years of schooling should focus on identifying, justifying and transferring various patterns using a variety of materials if a sound understanding of patterning is to develop in students. |
Papic, Marina |
|
Sep 22, 2007 |
2458 |
| Functional thinking in a year 1 classroom: Elizabeth Warren, Samantha Benson and Sandra Green outline a series of activities that will assist young children understand the key ideas involved in the development of functional thinking. |
Warren, Elizabeth; Benson, Samantha; Green, Sandra |
|
Sep 22, 2007 |
1423 |
| Dean's great discovery: multiplication, division and fractions: Colleen Vale and Anne Davies describe a child's powerful learning experience in discovering relationships between multiplication, division and fractions. |
Vale, Colleen; Davies, Anne |
|
Sep 22, 2007 |
2421 |
| How does measurement apply to pigeons? Jane Skalicky tells the story of a girl's mathematical inquiry and the assessment opportunities it presented. |
Skalicky, Jane |
|
Sep 22, 2007 |
3903 |
| Meaningful maths: teaching map skills: Miranda Pacaya Whittle presents ideas for engaging upper primary students in meaningful mathematics learning with maps. |
Whittle, Miranda Pacaya |
|
Sep 22, 2007 |
1320 |
| Unravelling student challenges with quadratics: a cognitive approach. |
Kotsopoulos, Donna |
|
Jun 22, 2007 |
2730 |
| Is your classroom mental?? Guidelines for enhancing the development of strategies for mental computation: Emilia Mardjetko and Julie Macpherson put a strong case for an emphasis on developing mental calculation strategies with students and suggest helpful teaching approaches to achieve this. |
Mardjetko, Emilia; Macpherson, Julie |
|
Jun 22, 2007 |
2516 |
| How small is a billionth? John Gough presents some practical approaches for conceptualising very small numbers. |
Gough, John |
|
Jun 22, 2007 |
1272 |
| Fractions from concrete to abstract using playdough mathematics: Rosemaree Caswell guides us through an approach to developing a sound understanding in fractions by linking concrete models and written notations. |
Caswell, Rosemaree |
|
Jun 22, 2007 |
1567 |
| Hot ideas: Mathematics games. |
Frolchenko, Bell; Bobis, Emily |
|
Jun 22, 2007 |
413 |
| Mathematics saves the day: Julie Clark discusses how using stories can engage students in thinking about mathematical ideas. |
Clark, Julie |
|
Jun 22, 2007 |
1780 |
| Making the most of chance: Monica Baker and Helen Chick reveal the potential of a basic spinner game to prompt consideration of important concepts of chance, when developed further by the teacher. |
Baker, Monica; Chick, Helen |
|
Mar 22, 2007 |
2502 |
| The role of context in students' analysis of data: Steven Nisbet, Cynthia Langrall and Edward Mooney explore the impact of students' knowledge of real-life events has on the way they analyse data. |
Nisbet, Steven; Langrall, Cynthia; Mooney, Edward |
|
Mar 22, 2007 |
3262 |
| Evaluating data analysis software: the case of TinkerPlots: Noleine Fitzallen applies a framework for evaluating software to a well-known data exploration computer program. |
Fitzallen, Noleine |
|
Mar 22, 2007 |
2771 |
| Motivation and self-regulation in mathematics. |
Ozturk, Baris; Bulut, Safure; Koc, Yusuf |
|
Mar 22, 2007 |
3282 |
| Just perfect: Part 1. |
Scott, Paul |
|
Mar 22, 2007 |
995 |
| Inference as prediction. |
Watson, Jane |
|
Mar 22, 2007 |
2542 |
| Some Easter mathematics. |
Hyde, Hartley |
|
Mar 22, 2007 |
1725 |
| Merging invitational theory with mathematics education: a workshop for teachers. |
Kitchens, Anita N.; Wenta, Robert G. |
Report |
Jan 1, 2007 |
5320 |
| "Hey, I'm learning this": Leicha A. Bragg explores the thinking and learning involved in playing a decimal fraction game. |
Bragg, Leicha A. |
|
Dec 22, 2006 |
2270 |
| Fostering number sense through Digits & Dice: Lynda R. Wiest shares a versatile game to develop place value concepts and number sense. |
Wiest, Lynda R. |
|
Dec 22, 2006 |
2141 |
| Rhyming and folk tales: resources to mathematical thinking: Philip Clarkson encourages teachers to make mathematical use of rhymes and folk tales that also provide a rich cultural/historical context. |
Clarkson, Philip |
|
Dec 22, 2006 |
3097 |
| Developing decimal sense: Rosemaree Caswell describes a sequence of activities to help develop students' understandings of decimal fractions. |
Caswell, Rosemaree |
|
Dec 22, 2006 |
1574 |
| Guess what ...? Ben Colmer looks at the difference between a "guess" and an "estimate" and provides compelling reasons to develop children's estimation skills for use in everyday life. |
Colmer, Ben |
|
Dec 22, 2006 |
1550 |
| Fractions as division the forgotten notion? Doug Clarke explores a construct of fractions that is very useful but often neglected. |
Clarke, Doug |
|
Sep 22, 2006 |
3152 |
| Dr Edward de Bono's six thinking hats and numeracy: Anne Paterson applies the popular teaching approach of "thinking hats" to mathematics education. |
Paterson, Anne |
|
Sep 22, 2006 |
1454 |
| Pouring, pouring, pouring! |
de Mestre, Neville |
|
Sep 22, 2006 |
1073 |
| Coin on a chessboard. |
Turner, Paul |
|
Sep 22, 2006 |
2242 |
| Population growth rates: connecting mathematics to studies of society and the environment. |
Nisbet, Steven; Hurley, Gabrielle; Weldon, Elizabeth |
|
Sep 22, 2006 |
4088 |
| Diversions. |
Squire, Barry |
|
Sep 22, 2006 |
772 |
| Work patterns and stressors of experienced and novice mathematics teachers. |
Forgasz, Helen; Leder, Gilah |
|
Sep 22, 2006 |
2354 |
| Learning to read in mathematics classrooms. |
Meaney, Tamsin; Flett, Kirsten |
|
Jun 22, 2006 |
3160 |
| Teachers of mathematics or numeracy? |
Perso, Thelma |
|
Jun 22, 2006 |
2628 |
| Using the learning federation's learning objects in the classroom: Donna Gronn, Olivia Clarke and Gerard Lewis draw upon the experiences of teachers using learning objects for the first time to demonstrate their potential for enhancing the quality of our teaching and student learning. |
Gronn, Donna; Clarke, Olivia; Lewis, Gerard |
|
Jun 22, 2006 |
1546 |
| Evaluating online mathematics resources: a practical approach for teachers: Boris Handal, Parvin Handal and Tony Herrington report on the development of evaluation criteria for online resources and provide practical information about some key websites. |
Handal, Boris; Handal, Parvin; Herrington, Tony |
|
Jun 22, 2006 |
1990 |
| Hot ideas: polygons on the computer. |
Way, Jenni |
Brief article |
Jun 22, 2006 |
276 |
| If it is broken, how can you fix it? Garry Clark describes the use of some simple software as a device to challenge children's calculation strategies. |
Clark, Garry |
|
Jun 22, 2006 |
2112 |
| Using interactive whiteboards to enhance mathematics teaching: Peter Kent describes how the use of interactive whiteboards not only has the potential to transform teacher pedagogy, but to improve the quality of student learning in mathematics at the whole-school level. |
Kent, Peter |
|
Jun 22, 2006 |
1559 |
| Mobiles phones and patterns: Teresa Gadaleta provides an excellent example of using technology to create relevance for students and promote mathematical learning. |
Gadaleta, Teresa |
|
Jun 22, 2006 |
1715 |
| Math class difficulty increases exponentially in Virginia. |
Ullman, Ellen |
|
Jun 1, 2006 |
345 |
| Using storytelling to teach mathematics concepts: Mary Barr Goral and Cindy Meyers Gnadinger share their experiences in using storytelling as a powerful catalyst for young children's mathematical learning. |
Goral, Mary Barr; Gnadinger, Cindy Meyers |
|
Mar 22, 2006 |
2403 |
| Using repeating patterns to explore functional thinking: Elizabeth Warren and Tom Cooper lead us through a series of teaching activities designed to develop young children's algebraic thinking. |
Warren, Elizabeth; Cooper, Tom |
|
Mar 22, 2006 |
2253 |
| Individual interviews as insight into children's computational thinking: Heidi J. Higgins and Lynda R. Wiest illustrate the meaning of computational understanding. |
Higgins, Heidi J.; Wiest, Lynda R. |
|
Mar 22, 2006 |
1919 |
| Teaching polygons: Jillian Scahill provides some teaching ideas to increase student understanding of polygons. |
Scahill, Jillian |
|
Mar 22, 2006 |
1031 |
| Angle defect and Descartes' theorem. |
Scott, Paul |
|
Mar 22, 2006 |
969 |
| Paper folding in the middle school classroom and beyond. |
Coad, Lance |
|
Mar 22, 2006 |
4128 |
| Diversions. |
Squire, Barry |
|
Mar 22, 2006 |
660 |
| Further mathematical patterns. |
de Mestre, Neville |
|
Mar 22, 2006 |
688 |
| A spreadsheet project. |
Hyde, Hartley |
|
Mar 22, 2006 |
1480 |
| Online education in the broader context: are live applied mathematics classes superior to online? |
Adams, Lynn L.; Glenn, Lowell M.; Adams, Nathanael L. |
|
Mar 1, 2006 |
4046 |
| Estimating eggs: Margaret Lindsay and Amanda Scott enlighten us on the teaching and learning of mass estimation. |
Lindsay, Margaret; Scott, Amanda |
|
Dec 22, 2005 |
1828 |
| Developing number sense through mathematical diary writing: Der-Ching Yang provides insights into the teaching of mathematics in Taiwan through his use of mathematical diaries as a strategy for developing number sense. |
Yang, Der-Ching |
|
Dec 22, 2005 |
2549 |
| Hot ideas: a mathematical response to a piece of text. |
Grey, Melinda |
|
Dec 22, 2005 |
1090 |
| Teaching children to understand operations in early childhood: Jad Ladhams shares effective teaching strategies that emerged from a rather special situation in remote Western Australia, bit should be useful for teachers in all schools. |
Ladhams Jad |
|
Dec 22, 2005 |
3744 |
| Helping children with words in word problems: Eula Monroe and Robert Panchyshyn from the USA, provide advice on removing some of the barriers to students working with word problems. |
Monroe, Eula; Panchyshyn, Robert |
|
Dec 22, 2005 |
1018 |
| The truth about triangles: they're all the same ... or are they? Sarah Matthews looks at the stereotyped image of the triangle and provides suggestions for teachers to expand children's perception of triangles. |
Matthew, Sarah |
|
Dec 22, 2005 |
1266 |
| Building literacy opportunities into children's block play: what every teacher should know. |
Giles, Rebecca M. |
|
Dec 22, 2005 |
2776 |
| Mathematical fiction: its place in secondary-school mathematics learning. |
Padula, Janice |
|
Dec 22, 2005 |
4296 |
| Numbers, factors and sums! Perfect? Lovely! |
Squire, Barry |
|
Dec 22, 2005 |
1227 |
| A constructivist lesson to introduce arithmetic sequences with patterns. |
Quinn, Robert J. |
|
Dec 22, 2005 |
2162 |
| Discovery. |
de Mestre, Neville |
|
Dec 22, 2005 |
806 |
| Longer is larger--or is it? Anne Roche outlines some student misconceptions about decimal fractions, examines some tasks and suggests teaching strategies. |
Roche, Anne |
|
Sep 22, 2005 |
2483 |
| Problems with primes. |
Melrose, Tim; Scott, Paul |
|
Sep 22, 2005 |
2055 |
| Problem-posing strategies used by years 8 and 9 students. |
Stoyanova, Elena |
|
Sep 22, 2005 |
2662 |
| Unreal solutions. |
Hyde, Hartley |
|
Sep 22, 2005 |
1271 |
| Hands-on shapes. |
de Mestre, Neville |
|
Sep 22, 2005 |
850 |
| Variations on a game. |
Landman, Greisy Winicki |
|
Sep 22, 2005 |
2863 |
| Mathematics from still and moving images. |
Pierce, Robyn; Stacey, Kaye; Ball, Lynda |
|
Sep 22, 2005 |
2868 |
| Fostering multiplicative thinking using array-based materials. |
Young-Loveridge, Jenny |
|
Sep 22, 2005 |
3546 |
| Integrating mathematics and the language arts. |
Cleland, Jo |
|
Sep 22, 2005 |
3851 |
| Teachers have the power to alleviate math anxiety. |
Shields, Darla J. |
|
Sep 22, 2005 |
3202 |
| Using incremental rehearsal to increase fluency of single-digit multiplication facts with children identified as learning disabled in mathematics computation. |
Burns, Matthew K. |
|
Aug 1, 2005 |
5178 |
| Global feedback in ActiveMath. |
Andres, Eric |
|
Jun 22, 2005 |
7105 |
| Teaching mathematics to college students with mathematics-related learning disabilities: report from the classroom. |
Sullivan, Mary M. |
|
Jun 22, 2005 |
9182 |
| Identification and remediation of systematic error patterns in subtraction. |
Riccomini, Paul J. |
|
Jun 22, 2005 |
6725 |
| The history of the calculus. |
Harding, Simon; Scott, Paul |
|
Jun 22, 2005 |
1596 |
| Fractal music: the mathematics behind 'techno' music. |
Padula, Janice |
|
Jun 22, 2005 |
3850 |
| Hands-on numbers. |
de Mestre, Neville |
|
Jun 22, 2005 |
960 |
| Sum fun with gnomons! or take the Gausswork out of it! |
Squire, Barry |
|
Jun 22, 2005 |
1264 |
| More on pentimals. |
Speare, Robert |
|
Jun 22, 2005 |
1548 |
| The implemented Mathematics curriculum. |
Kari, Francis |
Report |
May 1, 2005 |
6159 |
| Integrating psychology and mathematics via art: the "Impressionism Project". |
Hutchinson, Joseph |
|
Apr 1, 2005 |
3676 |
| Fermi problems in primary mathematics classrooms: fostering children's mathematical modelling processes: Andrea Peter-Koop explains how children in some German classrooms developed problem solving processes through working on challenging open style problems. |
Peter-Koop, Andrea |
|
Mar 22, 2005 |
1302 |
| Texts as resources, not programs: Keith McNaught argues the case against overuse of mathematics texts in classrooms. |
McNaught, Keith |
|
Mar 22, 2005 |
1402 |
| Hot ideas: the legs problem--for all ages. |
Way, Jenni |
|
Mar 22, 2005 |
951 |
| The pyramid collection. |
Neville, Gary |
|
Mar 22, 2005 |
2323 |
| Diversions. |
Squire, Barry |
|
Mar 22, 2005 |
1278 |
| Laboratory mathematics. |
de Mestre, Neville |
|
Mar 22, 2005 |
1322 |
| Library planning and design: lessons in mathematics. |
Fitzallen, Noleine |
|
Mar 22, 2005 |
2425 |
| Culture, communication, and mathematics learning: an introduction. |
Genovese, Jeremy |
|
Jan 1, 2005 |
4919 |
| Mathematics and computer-aided learning. |
Senteni, Alain |
|
Jun 22, 2004 |
2862 |
| Contextual images in mathematics problem solving. |
Zambo, Debby |
|
Jun 22, 2004 |
3169 |
| Teaching fractions: strategies used for teaching fractions to middle grades students. |
Capraro, Robert M. |
|
Mar 22, 2004 |
3206 |
| The role of technology in students' conceptual constructions in a sample case of problem solving. |
Trigo, Manuel Santos |
|
Mar 22, 2004 |
5022 |
| Basing instruction on theory and research: what is the impact of an extreme case? |
Tsamir, Pessia |
|
Sep 22, 2003 |
6212 |
| Effects of inductive multimedia programs in mediating word problem translation misconceptions. |
Johari, Abbas |
|
Mar 1, 2003 |
8038 |
| ADAMS SCHEMES WITH CONTINUOUS COEFFICIENTS FOR FIRST ORDER INITIAL VALUE PROBLEMS. |
HADLOCK, FRANK |
Brief Article |
Jan 1, 2000 |
144 |
| On Beyond a Million. |
Schwartz, David M. |
|
Dec 1, 1999 |
212 |
|
