Try an activity that was designed to help third graders organize their thinking about rational number notation by connecting to well-established, whole-number routines.

While filling vases with water and observing volume and height relationships, students learn the fundamentals of functions.

This chapter will examine the impact of developing mathematics teacher leaders after completion of the Mathematics Specialist graduate certificate program. Specifically, it reviews how their teaching of mathematics changed and what factors helped them to become teacher leaders in their school and district. The chapter will include three parts. The first part will focus on what an elementary mathematics specialist is and why there is a need for leadership in this area within schools and districts. The second part will describe testimonials and stories of graduates of the Mathematics Specialist graduate certificate program and what impact it had on their teaching of mathematics and becoming a mathematics specialist leader. The third part of the chapter will conclude with the mathematics leadership framework and examine the characteristics and challenges these teacher-leaders face as both early childhood teachers and mathematics leaders.

This chapter will examine the impact of developing mathematics teacher leaders after completion of the Mathematics Specialist graduate certificate program. Specifically, it reviews how their teaching of mathematics changed and what factors helped them to become teacher leaders in their school and district. The chapter will include three parts. The first part will focus on what an elementary mathematics specialist is and why there is a need for leadership in this area within schools and districts. The second part will describe testimonials and stories of graduates of the Mathematics Specialist graduate certificate program and what impact it had on their teaching of mathematics and becoming a mathematics specialist leader. The third part of the chapter will conclude with the mathematics leadership framework and examine the characteristics and challenges these teacher-leaders face as both early childhood teachers and mathematics leaders.