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Helping All Students Learn Algebra

An eighth-grade algebra teacher talks about how he builds skills necessary for algebra concurrently with the teaching of algebra standards. He describes his method and shares experiences with linear equations that reflect a coherent approach to learning and skill development. The discussed tasks are available.

Source: Doing What Works

A Coherent Algebra Framework

Hung-Hsi Wu, a professor of mathematics at UC Berkeley, discusses the importance of seeing algebra as a whole rather than a collection of isolated facts and shortcuts to be memorized. He goes on to state the topics that would make up a coherent algebra framework as supported by the National Math Advisory Panel.

Featuring: Hung-Hsi Wu, University of California at Berkeley

Source: Doing What Works

Fraction Strip Game: Cover Up

A third-grade teacher uses this game to help students understand unit fractions and equivalences. Students work in pairs, following instructions to play two variations of the game. Making and Using Fraction Strips shows the game in use.

SOURCE: Doing What Works

What Teachers Need to Know About Teaching Fractions

Francis “Skip” Fennell describes the knowledge teachers need to teach fractions effectively, paying special attention to multiple strategies for representing problems involving fractions. He discusses the convergence of curriculum and explores why students and teachers have difficulty with certain fraction concepts.

FEATURING: Francis Fennell, McDaniel College

SOURCE: Doing What Works

Equal Sharing in Grade 1

Watch a teacher guide students through a problem set requiring fair sharing of objects and sets of objects. Using Sharing Cookies Worksheets, she provides differentiated challenges based on students’ skill level.

SOURCE: Doing What Works

Assisting Students Struggling with Mathematics

This Practice Guide was developed by an expert panel convened by the Institute of Education Sciences. It includes eight recommendations designed to help educators use response to intervention practices to identify students who need assistance in mathematics and address those needs through focused interventions. A summary of the research evidence and a level of evidence rating are provided for each recommendation. For presentation on Doing What Works, these eight recommendations have been merged into three practices. This Practice Guide is the foundation for the Doing What Works content on response to intervention in mathematics.


SOURCE: Institute of Education Sciences

Designing Worthwhile Problems

The two practitioners on the IES Panel discuss how to plan for problem solving in today's diverse classrooms.


FEATURING: Philip Ogbuehi, Mathematics Specialist, Los Angeles Unified School District; Patricia Herzig, Independent Mathematics Consultant

SOURCE: Doing What Works