All Posts (by Date Posted)
Jancey Clark shares her mathematical
transformation and then challenges other teachers to build their own math
confidence, which will empower them to create a classroom environment rich in
student mathematical thinking.
Jordan Benedict challenges readers to make use of data to tell the story
of student learning during the course of the school year.
In this blog post, Zachary Champagne discusses his fundamental belief that every student who walks into our classrooms has important mathematical ideas.
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.
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.
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.
Carefully selecting or creating problems
posed to students is an important responsibility because they can influence
students’ experiences with mathematics.
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.