Topic: Mathematics

Math has moved on: now, instead of merely memorizing multiplication tables, students are expected to know what multiplication means and use more than one strategy to solve, then explain their thinking to peers and teachers. Let’s talk about why that is and how parents can help.

Just as conferring is one part of the readers’ and writers’ workshop and could not be implemented in isolation, conferring in mathematics must take place on a broader instructional stage. But if tasks in the classroom don’t demand deep thinking, we’re left with thin conversations about answers.

There are six identifiable processes that support the development of numerical fluency. these processes are not unique to numerical fluency−in fact, the same processes are essential for the development of spatial sense, algebraic reasoning, and other big ideas in mathematics.

There is a pervasive belief in our culture that being good at math is an innate ability. As teachers, we need to reinforce a growth mindset in our students. Here's where you can start...

There is an unacceptable chasm between traditional mathematics instruction, that rarely works for more than one-third on our students, and this kind of mathematics instruction, that truly empowers nearly all students.

A wrap up of the PLC series posts from 2017-18 year.

As teachers, we must cultivate the structures and beliefs in a classroom community that lay the foundation for the mathematical growth of our students. Our foundation is built on a set of nine key beliefs.

Rarely does an argument fully develop out of a few well-organized thoughts and statements. Rather, an argument is often the result of several extensions, clarifications, and elaborations of a few seed ideas.

While the formality and form of these arguments will vary across grades, all students need to be able to develop, understand, and interpret arguments appropriate to their level of expertise in mathematics.

Math is useful, but that’s not why I teach it. I don't endure the things that teachers have to endure just because I want my students to quickly calculate a 10 percent sales tax.

Teaching elementary school math can be unpredictable and challenging, but you're not alone. Here are a few tips and tricks that keep us going when the going gets tough!

The practice of building mathematical arguments, including informal justifications, is not always at the center of mathematics instruction, particularly in K–8 grades. With this book, we hope to help you incorporate argumentation into your own teaching.

Today on the Heinemann podcast: how do we create strong learning communities where students can feel confident in their mathematical abilities? In their new book Thinking Together: 9 Beliefs for Building a Mathematical Community, Rozlynn Dance and Tessa Kaplan celebrate student-centered strategies that empower students to take risks, ask questions, and grow as learners.

Once students are comfortable with the idea that mistakes are great, it is important that they begin to notice them on their own. As with self-correcting while reading, we want our students to notice when they are making a mistake and make attempts to remedy it.

To allow all learners to engage in argumentation, we as teachers need to develop our confidence in planning for the wide range of learners in our classrooms. How can argumentation be a goal and an expectation for all students?

At the beginning of the school year, one of the most important things we do as teachers is get to know our children. It is during this “get to know you” time that we can easily learn about our students’ confidence levels.

One of the most important factors in successful student-centered instruction and learning is perseverance. If we let our students give up after the first try or get overly frustrated when they make a mistake, we are doing them a great disservice.

To help build a community of mathematical growth in every classroom, we've created a set of posters based on the nine key beliefs outlined in Thinking Together.