Erica Mason wraps up part four of this four-part series on using manipulatives to teach students how to multiply linear expressions. See how Erica uses the research from Tricia Strickland’s TEC article to help students learn algebra content.
This video is part of Project STAIR, a free online resource for parents and teachers looking for research-based strategies for teaching their students math.
In part 3 of this 4 part video, Erica Mason from the University of Missouri shows teachers how they can use algebra blocks to make the abstract concepts of multiplying terms concrete and easier to understand for all students. In this video, Erica uses Algebra Lab Gear manipulatives, and the work is based off of research by Tricia Strickland.
Moving to the abstract concepts can be challenging for many kids, but can be especially challenging for those students who struggle in math.
In part 2 of this 4-part series on using algebra blocks to multiply linear expressions, Erica Mason from the University of Missouri demonstrates how you can use the algebra block crossbar to help students understand what it means when they are multiplying expressions such as (x +3)(x + 4). In this video, Erica shows how to multiply positive integers only.
In part 1 of this 4-part vide series, Erica Mason from University of Missouri uses algebra blocks from Algebra Lab Gear, but any algebra blocks can be substituted. This series is based on the work of Tricia Strickland in 2017.
Using manipulatives is a great strategy to help students learn math at any age. Erica Mason from the University of Missouri shows how you can use algebra blocks to introduce students to advanced algebra concepts. This video is part of a 4-video series that demonstrates how to use manipulatives to teach multiplication of linear expressions.
Input-output tables include both the x and y coordinates for students to graph, and they can be a confusing concept for many students.
Follow Suzanne Forsyth as she walks through strategies to help struggling learners with this concept. She uses an XY Coordinate pegboard and the Concrete-Pictorial-Abstract (CPA) framework to help ground students’ understanding.
In this first video of a two-part series, Erica Mason from the University of Missouri walks us through the different types of questions and why both are so critical to ensuring that all students are learning.
Explicit instruction is an evidence-based practice that any teacher can use in his or her own math class to engage learners and ensure that they are mastering the material.
A key component of explicit instruction is making sure to ask a variety of questions, both low level and high level.
Erica Mason from the University of Missouri walks us through ways to identify different types of problems and what students are potentially gaining from them. Making sure that your math instruction meets the needs of all students may be challenging, but it is possible.
Erica Mason from the University of Missouri walks through four ways of increasing the cognitive demands of math assignments without having to change the task or the material. Her suggestions include introducing reversibility into the math problems, asking students to represent the problem in multiple ways, algebra-fy the problem, and create an authentic context for the math problems.
Differentiating your instruction does not mean that you have to buy all new curriculum or go to great lengths to adjust your teaching to ensure that all of your students are challenged in your mathematics class.