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  • 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.
    Mathematical Discourse, Part 3: Planning for the Task (Monitoring and Connecting)

    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. 

    Mathematical Discourse, Part 2: Planning for the Task (Anticipating, Selecting, and Sequencing)

    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. 

    Mathematical Discourse, Part 1: Choosing a Task to Talk About

    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.

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