The Participants Reflect

Engaging in real-world-based problem solving experiences to eventually enhance elementary school students' mathematical thinking

"In the Valentine's Heart investigation of area and fractions, I was able to put together a new way of thinking about fractions. This deepened my understanding of fractions and reinforced in me the importance of allowing students to...develop their own understanding of math." (3rd grade teacher)

"We attempted to pick a context (eating watermelon in warm weather) that would match the reality of the day! We have learned the power of matching the context of the mathematical problem to the reality of the students at hand." (5th grade teacher)

"While manipulating the different lines of symmetry, I recalled the flow of energy that I have felt before. This flow of energy has to do with being part of a process. I have seen and felt this flow of energy in my students. They love [to] experiment with manipulatives. They love to process knowledge in the way that makes the most sense to them." ( grade teacher)

Sharing, reflecting, and discussing with each other and with other mathematics educators their successes and their struggles in implementing authentic problem solving and mathematics education reform in their classrooms

"I have been revitalized and reinvigorated in my instruction of mathematics. My interaction with fellow educators "doing" mathematics was the high point of our series of classes. We found mutual gratification in the realization that "one way" was not the "only way" to achieve a given answer. Our dialogues and discussions led us to experimentation and discovery!" (kindergarten teacher)

"One of the most shocking things I learned was that I, myself, really didn't understand some basic math concepts and algorithms because I had learned them by rote. This opened my eyes to my teaching methods and the ways my students thought about math...many didn't truly understand [because] they, too, had memorized algorithms. The activity-based teaching I have been involved with during the Measuring Up class and the Everyday Mathematics curriculum has really changed my way of teaching math." (3rd grade teacher)

Developing, teaching, and assessing a lesson based on reform mathematics teaching principles

"The math group...ranged from average ability to significantly below average ability in math. Going into this lesson, I was somewhat apprehensive, for I knew several students would really struggle with the concepts. The children were placed in mixed ability groups so that students could scaffold for one another." (3rd grade teacher)

"Our students' active engagements in discovering mathematics without the use of a basal textbook was proven again and again in this project...My role, as the educator, needs to shift from instructor to guide." (kindergarten teacher)

"I have started asking students to write a short reaction to the lesson during the last 10 minutes of class..this gives me an opportunity for another evaluation of the students' understanding." (3rd grade teacher)

Viewing and discussing video tapes developed by other projects, and reading, discussing, and linking selected readings to the teachers' experiences in the project and their own classrooms

"About two weeks ago I began a unit on fractions with my first grade students. I actually used the activity The Doorbell Rang that we used in class. My students loved it. After watching the video and actually participating in it myself, I knew the exact probing questions that I wanted to ask. What an interesting way to begin a lesson on fractions!"

"Children seem to take more ownership of their responses when they are asked to think about how they came to an answer and not just rote recalling of facts." ( grade teacher)