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Graphical Abstract
Learn how a research–practice partnership used screencasting to promote early elementary students’ mathematics learning and communication.
Abstract
It is a winter day in Auburn, Maine. Twenty second-grade students in Ms. M’s classroom pull out individual iPads that the school district has supplied for all students in grades K–2. Ms. M poses the following scenario and question to her students: The school’s gym teacher is introducing a new game to first and second graders. They need 91 balls to play the game. How many balls could be small, how many could be medium, and how many could be large?
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Acknowledgment
This project is supported by the National Science Foundation (grant DRL-1238253). Opinions expressed in this article are those of the authors and not necessarily those of the Foundation.
Author Contributions
Josephine Louie ([email protected]) is a research scientist at Education Development Center in Waltham, Massachusetts.
Pamela Buffington ([email protected]) is codirector of the Science, Technology, Engineering, and Mathematics Projects Unit at Education Development Center in Waltham, Massachusetts.
Jennifer Stiles ([email protected]) is a research associate at Education Development Center in Waltham, Massachusetts.
Additional information
Notes on contributors
Josephine Louie
Josephine Louie ([email protected]) is a research scientist at Education Development Center in Waltham, Massachusetts.
Pamela Buffington
Pamela Buffington ([email protected]) is codirector of the Science, Technology, Engineering, and Mathematics Projects Unit at Education Development Center in Waltham, Massachusetts.
Jennifer Stiles
Jennifer Stiles ([email protected]) is a research associate at Education Development Center in Waltham, Massachusetts.