Videos of How Children Learn Math
Click on the video of your choice in the table below. All videos are password protected.
Please contact Dr. David Feikes feikesd@pnw.edu for the password.
NOW AVAILABLE: CML TEXT
Final Survey: complete this survey after viewing all videos
Grade/Concept 
Kindergarten 
1st grade 
2nd grade 
3rd grade 
4th grade 
5th grade 

Number/ Place Value 

Number Sense 



Addition 

Subtraction 





Multiplication 



Division 





Fractions 





Decimals 

Ratio /Proportion







Problem Solving 





Algebraic Reasoning 





Algebraic Reasoning 2 






Properties 






Measurement 





Geometry 





Affective Issues 

Whole Class Discussion 






Equality 





Number Theory 




This website is supported by the Connecting Mathematics for Elementary Teachers II grant.
Capturing Mathematical Learning, (CML) is a project to develop videos for prospective elementary teachers and their instructors which describe how children learn and think about mathematics in grades K6. These materials are designed to be used in mathematics content, methods, and graduate mathematics education courses to help preservice and inservice teachers connect the mathematics and mathematics pedagogy they are learning with the mathematics they will be teaching children. The project is based on the authors’ book, Connecting Mathematics for Elementary Teachers (CMET), 2009 by Feikes, Schwingendorf and Gregg published by AddisonWesley. For more information on CMET, go to cmetonline.com. The current project, CML, is funded by a National Science Foundation grant. The goal of the project is to develop 60 videos about how children learn mathematics. The project staff will conduct individual interviews with children. They will edit these videos adding commentary and questions for the viewers to consider on selected segments. The intent is to help students and teachers learn more about how children think mathematically and also to how to use this knowledge in their teaching of mathematics to children.
National Science Foundation grant DUE 1022942