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  • TCM Blog: Math Tasks to Talk About

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  • Our Students and Their Mathematical Ideas

    In this blog post, Zachary Champagne discusses his fundamental belief that every student who walks into our classrooms has important mathematical ideas.

    Mathematics Learning Goals Serve as a Guide

    In this follow-up post, Victoria Bill and Laurie Speranzo share how writing mathematical learning goals have helped them make student math talk more productive.

     

    Using Talk to Make Sense of Mathematics
    Encouraging students to talk about mathematics opens opportunities for teachers to learn about their students’ thinking and mathematical reasoning.
    Sometimes, We Need to Give Them Less

    In this blog post, Zachary Champagne challenges teachers to consider whether our efforts to “be helpful” actually impede students stretching their ability to reason mathematically and make sense of problems.

    How Might Our Beliefs Impact Our Identity as Mathematics Educators? Part 2

    In this two-part series, the authors explore whether we base our instructional practices on what we believe as professional mathematics educators or we simply perpetuate practices that we experienced as students.

    How Might Our Beliefs Impact Our Identity as Mathematics Educators? Part 1
    In this two-part series, the authors explore whether we base our instructional practices on what we believe as professional mathematics educators or we simply perpetuate practices that we experienced as students.
    Analyzing and Designing Story Problems That Matter

    Carefully selecting or creating problems posed to students is an important responsibility because they can influence students’ experiences with mathematics. 

    Number Choice Matters
    This is the third and final blog post in a series that examines various characteristics of word problems.
    Sex, Lies, and Word Problems
    In the previous post, we explored the pros and cons of using food as a context in school mathematics word problems. In this post, we will explore what sex, sexuality, and gender have to do with mathematics teaching and learning.
    Consider the Context
    This is the first in a new series of blog posts. The focus of the series is on analyzing and designing tasks as well as rich problem-solving contexts that are valuable for our students.
    “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.

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