# Elementary Math

## Information

This group's purpose is to provide a space for those that are interested in collaborating, talking about and sharing ideas about mathematics in the elementary classroom.

Members: 92
Latest Activity: Nov 14, 2016

## Discussion Forum

### Open Ended Responses

Started by Melissa Rosen Aug 13, 2014.

### What technology can be used for a child who struggles with three digit addition?

Started by Katie Chambers. Last reply by Katie Chambers Oct 13, 2011.

### Should calculators be used with young children?

Started by Katie Chambers. Last reply by Bob Zenhausern Oct 6, 2011.

## Comment Wall

Comment

Comment by Sheri Worrel on July 5, 2010 at 10:42am
Kristen asked about books for 2nd graders who are learning rounding. Be sure you check out a series of books written by Greg Tang. He is a math whiz who has combined his humorous literary skills to write some excellent books on creative ways to use numbers. Look for titles like "Grapes of Math", "Math-terpieces", "Math Potatoes", "Math for All Seasons," and more! You should also check out a couple videos of Greg on You Tube. It will give you a flavor of his personality and skills.
Comment by Rebecca Sendejo on April 14, 2010 at 8:04pm
I am hoping to pick up and share info I find here with teachers in my school district.
Comment by Anne Pemberton on April 8, 2010 at 3:12pm
Just finished making a few games on my website for elementary math. The games are name for my niece's children:
Alex's Attic: Count the shapes, enter the answer, earn apples
Rachel's Roose: Add the numbers (up to 10), enter the answer, earn baby chicks
Libby's Lair: Solve problems using any of the four operation with numbers up to 10, enter the answer, earn tiger faces.

You can find link to all three games on my math game page: http://www.educationalsynthesis.org/math/index-Games.html

I had to learn a lot of new programming to do these, so I would welcome any and all suggestions on how to make them better.
Comment by Kristen Ball on March 30, 2010 at 2:04pm
Does anyone know of any good rounding to the nearest ten books beside Coyotes All Around? This would be for 2nd graders.
Comment by Kristen Ball on March 5, 2010 at 5:05pm
anyone know of any really good math websites? maybe with lessons plans and sample test questions.
Comment by Paula Naugle on February 13, 2010 at 2:35pm
Hi everyone,
I teach fourth graders math in a suburban school in New Orleans. I use Skype and Google Sites as collaboration tools. I use many of Jen Wagner's projects with my math classes and my students love them. If anyone wants to connect their classroom with mine via Skype let me know.
Comment by suehellman on January 23, 2010 at 3:12pm

Hi -- We at CEET are hosting a week long, online event for math teachers and other interested educators. This will follow Steve H's "unconference" model and will respond to the interests and goals of the participants. The aim is to provide a forum through a math moodle for us to connect, share, and collaborate.

If you're interested, please join CEET and then become a member of the Math 2.0 group there. On that group page you'll find the registration link and you can add yourself to the wiki. The information you give us on the wiki Meet & Greet page will help us create a group of starter topics for the week.

I hope to see lots of new faces in CEET and add you to my list of colleagues there.
Comment by Bob Zenhausern on December 19, 2009 at 9:50am
The term "math disability" has been thrown around since the start of the Cold War and the dire predictions about how the US is behind the Russians. And lately, how we are falling behind other nations in the world. My first reaction is that we are comparing the average of a country with a goal of universal education with countries that practice elite education. My second reaction is the Cold War is over and the US is still the leader in innovation.

The most important point, however, is that "math disabiilty" is a misnomer. What we are really talking about is arithmetic disability. In the 19th century computation skills were essential and the basis of higher math. In the 20th century we developed computer and calculators and spreadsheets that automated computation. In the 21sth century we are still using the 19th century mentality.

I am not saying we should give up computation skills, but they should not be the basis of higher mathematics. Suppose a pre-k child is taught to use a spreadsheet to do arithmetic. With arithmetic invisible, we can move on to higher math. We spend 4 years in school to get to the point that children can learn long division. This could be covered by the first grade.

How many mathematicians are we losing because they cannot do arithmetic?

Anyone interested in exploring this idea?
Comment by Janet Toto on November 7, 2009 at 3:16pm
Jacqueline - Thanks for the insight. Whether I like it or not, Investigations is being adopted by our district. I can see the benefits of "training" the brain to think about mathematical solutions in different ways. I wonder how much time and effort is given to basic facts. Many of my students have little number sense in that regard. I try to drive the math following the NYS standards and pick and choose various activities from a variety of places. I also try to bring real world experiences with mathematics into the mix. Time will tell how Investigations plays out.
Comment by Jacqueline Moquin-Vaudo on November 7, 2009 at 1:03pm
Janet - We abandoned Investigations a few years ago and adopted Everyday Math. I see positives and negatives about both programs. I think Investigations has changed a lot since we abandoned it, but the negatives that we had were that it was tough for students who had language difficulties. In 3rd grade, I loved some of the units, but some were too conceptual for 3rd graders. It also didn't have a way to practice facts. With Everyday Math, I don't feel that it is as hands-on as Investigations, but it is more in line with our state standards.

## Commercial Policy

If you are representing a commercial entity, please see the specific guidelines on your participation.