| Transforming the Culture of Math: Developing Students as Powerful Mathematical Thinkers |
Jancey Clark concludes her series on
transforming the math class environment.
|
| Transforming the Culture of Math: Routines for Making Thinking Visible |
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. |
| Transforming the Culture of Math |
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. |
| Using Data Stories to Reflect on the Learning, Part 2 |
Jordan Benedict challenges readers to make use of data to tell the story
of student learning during the course of the school year. |
| Using Data Stories to Reflect on the Learning: Part 1 |
| Jordan Benedict challenges readers to make use of data to tell the story
of student learning during the course of the school year. |
| 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. |