Subtraction

Allow students to create their own algorithms to solve problems before teaching them the standard algorithms

Conference students to assess their thinking and comprehension

The optimal teaching sequence is concrete - representational - abstract

Establish mathematics goals to focus learning

Implement tasks that promote reasoning and problem solving

Use and connect mathematical representations

Facilitate meaningful mathematical discourse

Pose purposeful questions

Build procedural fluency from conceptual understanding

Support productive struggle in learning mathematics

Elicit and use evidence of student thinking

Encourage them to look for meaningful/ relevant information, rather than key words

Encourage students to rewrite word problems to make them more comprehensible

Create word problems that are more realistic and relevant to students

Have students create their own word problems

Discuss problem solving techniques and use anchor charts to display terminology that might not be familiar to students

Through guided reading, teach students how to find and use relevant information and ignore irrelevant information

Use the open approach

Create open ended questions and problems

Use Cognitively Guided Instruction

Plan mathematics instruction based on their students’ understanding and guide them toward greater
mathematical reasoning and concept mastery