How can you introduce terms from geometry and measurement so that your students’ vocabulary will enhance their understanding of concepts and definitions? What

Do your students suppose that 1/3 is greater than 1/2, since 3 is greater than 2? Do they believe that having “halves” means having two, and only two, congr

"A series for teaching mathematics."--P. [1] of cover.

How do your students determine whether a mathematical statement is true? Do they rely on a teacher, a textbook or various examples? How can you encourage them t

What is the relationship between addition and subtraction? How do you know whether an algorithm will always work? Can you explain why order matters in subractio