Classroom characters coach students to Success

Problem solving, introduced in every grade and practiced throughout elementary school, is an essential foundation on which students build their understanding of mathematical ideas, operations, and relationships. This article discusses 1-2-3 Time, an instructional mode that promotes multimodal math l...

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Bibliographic Details
Published in:Teaching children mathematics 2010-02, Vol.16 (6), p.342-349
Main Authors: Edwards, Sharon A., Maloy, Robert W., Anderson, Gordon
Format: Article
Language:English
Subjects:
Children
Childrens Literature
Computers
Creative Writing
Educational activities
Elementary education
Elementary School Students
Grade 4
Instructional design
Learning
Massachusetts
Massachusetts Comprehensive Assessment System
Mathematical Concepts
Mathematical knowledge
Mathematical problems
Mathematics
Mathematics Achievement
Mathematics education
Mathematics Instruction
Partnerships in Education
Problem Solving
Teaching Methods
Word problems
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Summary:Problem solving, introduced in every grade and practiced throughout elementary school, is an essential foundation on which students build their understanding of mathematical ideas, operations, and relationships. This article discusses 1-2-3 Time, an instructional mode that promotes multimodal math learning in ways that engage and sustain students' interest through its mix of activities and flexible time allotment. Using 1-2-3 Time instructional mode to teach mathematical problem solving to elementary school students, teachers integrate computer technology, children's literature, board games, and writing into their daily teaching. The 1-2-3 Time instructional mode combines direct teaching, interactive games, and independent student learning activities to promote problem solving at the elementary school level. Teachers have time for direct instruction with smaller-sized homogeneous or heterogeneous student groups; students have opportunities to work independently, learn with computers, and present their creative writing to classmates. Problem-solving coaches, math learning games, and reading and writing activities are also discussed. (Contains 2 figures.)
ISSN:1073-5836
2327-0780
DOI:10.5951/TCM.16.6.0342