Carrie Cutler | University of Houston (original) (raw)
Papers by Carrie Cutler
Dimensions of Early Childhood, 2024
It is imperative that teachers are equipped with strategies to address cultural and linguistic di... more It is imperative that teachers are equipped with strategies to address cultural and linguistic differences and strengths in children's acquisition and application of executive functioning skills. This article contains practical suggestions, resources, and picture books for exploring EF with a cultural and linguistic diversity lens.
Journal of family strengths, 2016
Contemporary Education, 1999
A novice teacher chronicles her implementation of portfolios for mathematics assessment in her el... more A novice teacher chronicles her implementation of portfolios for mathematics assessment in her elementary classroom.
Dimensions of Early Childhood, 2022
Here, we present a five-piece toolkit for bolstering feelings of calm, self-control, and resilien... more Here, we present a five-piece toolkit for bolstering feelings of calm, self-control, and resilience based on the following:
Movement, Mindfulness, Sensory Experiences, Acts of
Kindness, and Children’s Literature.
Dimensions of Early Childhood, 2021
Our undertaking designing a loose parts classroom mirrored many of the experiences our preschoole... more Our undertaking designing a loose parts classroom mirrored many of the experiences our preschoolers encountered in their loose parts play. As children created, collaborated, and invented, they practiced divergent thinking—the generation of new ideas. Loose parts play was a new idea for our school and offered opportunities for creating, collaborating, and inventing our loose parts space and routines. In this article, we share our experiences using loose parts to support children’s STEM concepts through play.
Teaching Children Mathematics, 2010
The book counts from one to ten and back down again with a catchy rhyming cadence. Each page give... more The book counts from one to ten and back down again with a catchy rhyming cadence. Each page gives an Arabic numeral and the text directs the child’s attention to what should be counted. Uncluttered illustrations and simple page layouts make it easy for even a young child to count without too much confusion or searching. Best of all, children will love the twist at the end of the book.
The Centroid: The Official Journal of the North Carolina Council of Teachers of Mathematics, 2005
This paper offers suggestions for helping elementary teachers and students develop personal ratio... more This paper offers suggestions for helping elementary teachers and students develop personal rationales for using calculators appropriately.
The Centroid: The Official Journal of the North Carolina Association of Teachers of Mathematics, 2005
Should an elementary school teacher always make calculators available to students? How does a tea... more Should an elementary school teacher always make calculators available to students? How does a teacher know when the use of a calculator
is appropriate? More importantly, how can we strengthen our students’ discernment about when to use a calculator, mental math, paper and pencil, or physical manipulatives? This article offers tips for helping teachers and students develop personal rationales for using calculators appropriately in elementary classrooms.
Problem Solving, 2015
This study explored oral retellings used as a problem solving strategy for compare word problems... more This study explored oral retellings used as a problem solving strategy for compare word
problems in mathematics. The research involved 29 sixth graders (14 boys and 15 girls) from two classes who took a pretest, participated in four 30-minute instructional periods, and completed a posttest and delayed posttest. Results showed no statistically significant change in overall success in problem solving or in the number of computational errors students made. However, students made fewer operational errors following instruction in oral retellings. This finding suggests that students may more accurately select operations based on their retelling of the word problem, thus benefiting from instruction in oral retellings as a strategy for solving compare word problems.
Research in Mathematics Education
Dimensions in Early Childhood, 2021
Our undertaking designing a loose parts classroom mirrored many of the experiences our preschoole... more Our undertaking designing a loose parts classroom mirrored many
of the experiences our preschoolers encountered in their loose
parts play. As children created, collaborated, and invented, they
practiced divergent thinking—the generation of new ideas. Loose
parts play was a new idea for our school and offered opportunities
for creating, collaborating, and inventing our loose parts
space and routines. In this article, we share our experiences using
loose parts to support children’s STEM concepts through play.
The Banneker Banner: The Journal of the Maryland Council of Teachers of Mathematics, 2021
Abstract: This article describes elements of our two-year professional development program aimed ... more Abstract: This article describes elements of our two-year professional development program aimed at helping elementary teachers implement math stations to allow time for focused instruction in small-groups. Teachers from 11 elementary schools met quarterly to receive support for setting up management routines, student expectations, and accountability techniques as well as sample stations aligned to the scope and sequence. We share suggestions for integrating stations into the math period, building students’ independence, and differentiating within stations. We offer recommendations for purposeful composition of small groups and tips for reteaching in a small-group setting.
https://www.marylandmathematics.org/banneker-banner.html
Dimensions of Early Childhood, 2011
Preschool children are learning so many skills--how to cut with scissors, zip zippers, recognize ... more Preschool children are learning so many skills--how to cut with scissors, zip zippers, recognize the alphabet and their names, and share toys with others. A strong academic curriculum also requires that children learn more about math (National Council of Teachers of Mathematics [NCTM], 2000). By following the five easy principles outlined here, teachers can maximize math moments that typically occur in the daily lives of young children in high-quality classrooms. As a result, children will deepen their mathematical understandings. (Contains 1 figure and 2 tables.)
… Sessions by: Dr. Debbie Cryer, Ph. D. …, 2011
Frontiers in Education, 2020
Many preservice teachers (PSTs) enter mathematics methods courses with fixed beliefs about teachi... more Many preservice teachers (PSTs) enter mathematics methods courses with fixed beliefs about teaching and learning mathematics and their own abilities as doers of mathematics. Using a repeated measures design, I examined changes in PSTs’ beliefs about mathematics teaching and learning at three separate time points-at the beginning of the first semester of a growth mindset-oriented mathematics methods course, midway through the treatment at the end of the first semester, and at the conclusion of the treatment at the end of the second semester of mathematics methods that was forced to pivot to online learning due to the COVID-19 pandemic. Results showed that explicit teaching of growth mindset principles coupled with participation in growth mindset-oriented mathematics methods courses yielded statistically significant improvement for PSTs’ beliefs about Rules and Procedures, Process of Inquiry, Active Learning, and Fixed Ability as measured by the TEDS-M instrument and did not appear to be impacted by the pivot to remote learning. Comparison of a pre-pandemic cohort with the pandemic-disrupted cohort showed no statistically significant difference in Fixed Ability. These findings suggest that resilience, one of the hallmarks of the growth mindset, may serve as a protective asset during periods of profound stress.
Dimensions of Early Childhood, 2011
... Moira sorts them by color and then creates patterns (geom-etry, representation). In doing so,... more ... Moira sorts them by color and then creates patterns (geom-etry, representation). In doing so, she comments that two reds put together are as long as one green(measurement). ...Ayla has dressed up as the mother in the dramatic play center. ...
Dimensions of Early Childhood, 2024
It is imperative that teachers are equipped with strategies to address cultural and linguistic di... more It is imperative that teachers are equipped with strategies to address cultural and linguistic differences and strengths in children's acquisition and application of executive functioning skills. This article contains practical suggestions, resources, and picture books for exploring EF with a cultural and linguistic diversity lens.
Journal of family strengths, 2016
Contemporary Education, 1999
A novice teacher chronicles her implementation of portfolios for mathematics assessment in her el... more A novice teacher chronicles her implementation of portfolios for mathematics assessment in her elementary classroom.
Dimensions of Early Childhood, 2022
Here, we present a five-piece toolkit for bolstering feelings of calm, self-control, and resilien... more Here, we present a five-piece toolkit for bolstering feelings of calm, self-control, and resilience based on the following:
Movement, Mindfulness, Sensory Experiences, Acts of
Kindness, and Children’s Literature.
Dimensions of Early Childhood, 2021
Our undertaking designing a loose parts classroom mirrored many of the experiences our preschoole... more Our undertaking designing a loose parts classroom mirrored many of the experiences our preschoolers encountered in their loose parts play. As children created, collaborated, and invented, they practiced divergent thinking—the generation of new ideas. Loose parts play was a new idea for our school and offered opportunities for creating, collaborating, and inventing our loose parts space and routines. In this article, we share our experiences using loose parts to support children’s STEM concepts through play.
Teaching Children Mathematics, 2010
The book counts from one to ten and back down again with a catchy rhyming cadence. Each page give... more The book counts from one to ten and back down again with a catchy rhyming cadence. Each page gives an Arabic numeral and the text directs the child’s attention to what should be counted. Uncluttered illustrations and simple page layouts make it easy for even a young child to count without too much confusion or searching. Best of all, children will love the twist at the end of the book.
The Centroid: The Official Journal of the North Carolina Council of Teachers of Mathematics, 2005
This paper offers suggestions for helping elementary teachers and students develop personal ratio... more This paper offers suggestions for helping elementary teachers and students develop personal rationales for using calculators appropriately.
The Centroid: The Official Journal of the North Carolina Association of Teachers of Mathematics, 2005
Should an elementary school teacher always make calculators available to students? How does a tea... more Should an elementary school teacher always make calculators available to students? How does a teacher know when the use of a calculator
is appropriate? More importantly, how can we strengthen our students’ discernment about when to use a calculator, mental math, paper and pencil, or physical manipulatives? This article offers tips for helping teachers and students develop personal rationales for using calculators appropriately in elementary classrooms.
Problem Solving, 2015
This study explored oral retellings used as a problem solving strategy for compare word problems... more This study explored oral retellings used as a problem solving strategy for compare word
problems in mathematics. The research involved 29 sixth graders (14 boys and 15 girls) from two classes who took a pretest, participated in four 30-minute instructional periods, and completed a posttest and delayed posttest. Results showed no statistically significant change in overall success in problem solving or in the number of computational errors students made. However, students made fewer operational errors following instruction in oral retellings. This finding suggests that students may more accurately select operations based on their retelling of the word problem, thus benefiting from instruction in oral retellings as a strategy for solving compare word problems.
Research in Mathematics Education
Dimensions in Early Childhood, 2021
Our undertaking designing a loose parts classroom mirrored many of the experiences our preschoole... more Our undertaking designing a loose parts classroom mirrored many
of the experiences our preschoolers encountered in their loose
parts play. As children created, collaborated, and invented, they
practiced divergent thinking—the generation of new ideas. Loose
parts play was a new idea for our school and offered opportunities
for creating, collaborating, and inventing our loose parts
space and routines. In this article, we share our experiences using
loose parts to support children’s STEM concepts through play.
The Banneker Banner: The Journal of the Maryland Council of Teachers of Mathematics, 2021
Abstract: This article describes elements of our two-year professional development program aimed ... more Abstract: This article describes elements of our two-year professional development program aimed at helping elementary teachers implement math stations to allow time for focused instruction in small-groups. Teachers from 11 elementary schools met quarterly to receive support for setting up management routines, student expectations, and accountability techniques as well as sample stations aligned to the scope and sequence. We share suggestions for integrating stations into the math period, building students’ independence, and differentiating within stations. We offer recommendations for purposeful composition of small groups and tips for reteaching in a small-group setting.
https://www.marylandmathematics.org/banneker-banner.html
Dimensions of Early Childhood, 2011
Preschool children are learning so many skills--how to cut with scissors, zip zippers, recognize ... more Preschool children are learning so many skills--how to cut with scissors, zip zippers, recognize the alphabet and their names, and share toys with others. A strong academic curriculum also requires that children learn more about math (National Council of Teachers of Mathematics [NCTM], 2000). By following the five easy principles outlined here, teachers can maximize math moments that typically occur in the daily lives of young children in high-quality classrooms. As a result, children will deepen their mathematical understandings. (Contains 1 figure and 2 tables.)
… Sessions by: Dr. Debbie Cryer, Ph. D. …, 2011
Frontiers in Education, 2020
Many preservice teachers (PSTs) enter mathematics methods courses with fixed beliefs about teachi... more Many preservice teachers (PSTs) enter mathematics methods courses with fixed beliefs about teaching and learning mathematics and their own abilities as doers of mathematics. Using a repeated measures design, I examined changes in PSTs’ beliefs about mathematics teaching and learning at three separate time points-at the beginning of the first semester of a growth mindset-oriented mathematics methods course, midway through the treatment at the end of the first semester, and at the conclusion of the treatment at the end of the second semester of mathematics methods that was forced to pivot to online learning due to the COVID-19 pandemic. Results showed that explicit teaching of growth mindset principles coupled with participation in growth mindset-oriented mathematics methods courses yielded statistically significant improvement for PSTs’ beliefs about Rules and Procedures, Process of Inquiry, Active Learning, and Fixed Ability as measured by the TEDS-M instrument and did not appear to be impacted by the pivot to remote learning. Comparison of a pre-pandemic cohort with the pandemic-disrupted cohort showed no statistically significant difference in Fixed Ability. These findings suggest that resilience, one of the hallmarks of the growth mindset, may serve as a protective asset during periods of profound stress.
Dimensions of Early Childhood, 2011
... Moira sorts them by color and then creates patterns (geom-etry, representation). In doing so,... more ... Moira sorts them by color and then creates patterns (geom-etry, representation). In doing so, she comments that two reds put together are as long as one green(measurement). ...Ayla has dressed up as the mother in the dramatic play center. ...