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 followup 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 twopart
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 twopart 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 problemsolving contexts that are
valuable for our students. 