“This is easy”: The little phrase that causes big problems |

Tracy J. Zager has adapted this posting from her
2017 book, *Becoming the Math Teacher You Wish You’d Had:** Ideas and Strategies from Vibrant Classrooms* (Stenhouse
Publishers, Portland, Maine). |

Watching Classroom Video Productively, Part 2 |

This
two-part blog series is a follow-up to “Supporting
Excellent Teaching of Common Core Content and Practices with Video Clubs” by Meg S. Bates, Cheryl G. Moran, and
Lena Phalen, published in the March 2017 issue of *Teaching Children Mathematics*. |

Watching Classroom Video Productively |

By Meg S. Bates, posted February 27, 2017 — In our recent TCM article, my colleagues and I outlined how educators can facilitate effective conversations around classroom video. The question we sought to answer |

Noticing and expressing regularity in second grade—Part 2 |

This is the second of a two-part series
that explores whether second graders can develop a deep understanding of the
concept that increasing an addend by one will have the same effect on the sum. |

Noticing and expressing regularity in second grade |

Observe a classroom in this two-part vignette as
we explore whether second graders can develop a deep understanding of the
concept that increasing an addend by one will have the same effect on the sum. |

Eliminating Deficit Views of Mathematics Learning |

TODOS: Mathematics for ALL offers
suggestions for teachers to build cultural inclusion in their math classrooms. |

2016: The year in review |

For
mathematics educators, 2016 was an exciting year. Our community—online, in
person, and the hybrid of the two—is growing larger and stronger. It’s a
community that Zachary Champagne couldn’t be more proud to engage with and
learn from. |

Making Sense of Math through Problem Solving |

Looking for the best road to student
strategies? Teach them to problem solve and celebrate their creative thinking. |

Strategies Are Not Algorithms |

Is this the renaissance in mathematics education? Authors
Ian Whitacre and Donna Wessenberg offer a provocative post to challenge our assumptions
about students’ invented strategies. |

Primary Thieves, Part 3: Repaying the Favor |

For far too long, teachers of the early
grades were not invited to the math party. In this series of three blog posts,
Jamie Duncan challenges teachers of early elementary grade mathematics to not
only crash the party but also—in the spirit of Robin Hood—be thieves, robbing
from math-rich, upper-grade professional development and bringing the bounty to
other primary-grade teachers and students. |

Primary Thieves, Part 2: Stealing the Understanding |

For far too long, teachers of the early grades were
not invited to the math party. In this series of three blog posts, Jamie Duncan
challenges teachers of early elementary grade mathematics to not only crash the
party but also—in the spirit of Robin Hood—be thieves, robbing from math-rich,
upper-grade professional development and bringing the bounty to other
primary-grade teachers and students. |

Primary Thieves, Part 1 |

For far too long, teachers of the early
grades were not invited to the math party. In this series of three blog posts,
Jamie Duncan challenges teachers of early elementary grade mathematics to not
only crash the party but also—in the spirit of Robin Hood—be thieves, robbing
from math-rich, upper-grade professional development and bringing the bounty to
other primary-grade teachers and students. |

Wait! What are we counting? On Ambiguity and Units |

Ambiguity
can be messy and also a great way to stimulate learning mathematics. In the
second of two blog posts, Christopher Danielson continues to make a case for
the value of introducing ambiguity in math classrooms. |

The power of having more than one right answer: Ambiguity in math class |

Ambiguity can be messy and also a great way to stimulate
learning mathematics. In this pair of blog posts Christopher Danielson
makes a case for the value of introducing ambiguity in math classrooms. |

Mathematical Discourse, Part 4: Putting it All Together |

Facilitating
effective mathematical discourse doesn’t just happen. In this four-part series,
Zack Hill discusses important considerations for every teacher who wants a
classroom environment rich in math discussion. |