Using Push and Support Cards for Differentiation

Authors

  • Rachael Eriksen Brown Pennsylvania State University -- Abington
  • Zora Mackiewicz-Wolfe Widener University
  • Susan Tily University of Texas at Austin

Abstract

The authors share their use of push and support cards to differentiate whole class instruction and to support the use of high cognitive demand tasks. Strategies for generating and implementing the cards in school classrooms are shared.

References

Bell et. al. (2016). Everyday Mathematics 4, Grade 2. Columbus, OH: McGraw-Hill.

Cartier, J., Smith, M., Stein, M., & Ross, D. (2013). Practices for Orchestrating Task-Based Discussions in Science. Reston, VA: National Council of Teachers of Mathematics.

Gavin, M.K. & Moylan, K.G. (2012). 7 Steps to High End Learning. Teaching Children Mathematics, 19, 184-192.

National Council of Teachers of Mathematics (NCTM). (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: Authors.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for Mathematics. Washington, DC: Authors.

Smith, M.S., & Stein, M.K. (2011). 5 Practices for Orchestrating Productive Mathematics Discussions. Reston, VA: National Council of Teachers of Mathematics.

Downloads

Published

2017-05-08

How to Cite

Brown, R. E., Mackiewicz-Wolfe, Z., & Tily, S. (2017). Using Push and Support Cards for Differentiation. Ohio Journal of School Mathematics, 76(2). Retrieved from https://ohiomathjournal.org/index.php/OJSM/article/view/5767

Issue

Vol. 76: Summer 2017

Section

Articles

License

Copyright (c) 2017 Rachael Eriksen Brown, Zora Mackiewicz-Wolfe, Susan Tily