What Do Mathematicians Notice? Ever since hearing Annie Fetter talk about Notice and Wonder at the Atlantic City NCTM Regional Conference in October, I have been obsessed with the strategy. What I immediately noticed (no pun intended) was that my students didn’t notice much. Because I believe so strongly in the power of the strategy, I kept asking them to notice and it didn’t take long before they started noticing more. But…their noticings were really just scratching the mathematical surface.

They were saying things like I notice numbers or I notice shapes. I wanted to stimulate deeper mathematical conversations, so I came up with an anchor chart suggesting different ways in which mathematicians notice. Now, I encourage my students to refer to the chart and try to notice a little more deeply. Grab a free version by clicking here. So, how do you help your students notice deeply as a mathematician and develop academic vocabulary? Easily Build Telling Time Into Your Everyday Routine - Mrs. Beattie's Classroom. Telling time can be a difficult skill to teach in isolation.

In my experience, it can easily be made part of your regular daily routines and discussions throughout the year, and your students will find far more success with this authentic practice. This post contains my suggestions for how to easily build telling time into your everyday routine. In my classroom, I have labeled my clock. These labels have evolved over the years, from the flower you see in the image above, to something a little more condensed when I changed classrooms and had a little less space. The labels show the minutes and the language of the hour, quarter hours, and half hour.

Having this visible every day allows your students to tackle time skills whenever they are feeling inspired to do so, rather than only thinking about this during your lessons. For example, rather than saying, "Time for recess, boys and girls! " You might also be interested in the tips I share in this blog post: Mrs. Pin this post: Until next time,

Intervention. Early Childhood. HW. Mental math. Fractions. Math research. Homework. Supporting Excellence: Real Support for Teachers Starts With the District’s Curriculum – Achieve the Core Aligned Materials. Through my work with the Council of the Great City Schools, I’ve had the opportunity to visit school districts throughout the country, speaking with leaders and staff at all levels of the system. Often, what we hear in these conversations is a wide range of interpretations of district standards and instructional expectations.

What is consistent, however, is that teachers and principals do not feel they have the resources and support they need. This is one of the reasons we at the Council of Great City Schools have shifted our focus over the last year or so to ensuring that clear guidance and standards-aligned resources are actually making it into classrooms. And we feel that this work begins with the development and implementation of a strong district curriculum. When we look at curriculum documents and guidance materials written by districts, we often see missed opportunities for clarifying the district’s vision and supporting instructional staff.

What is a Curriculum? Annotated Examples. Homepage | LTLT. Education Week. It's a question that most math teachers have probably heard. Why do I have to learn this? What is math even for? On Twitter, I asked math teachers from various grade levels to share how they answer that question. Here's what they said: I also asked a handful of math teachers to share their answers more in-depth. Nicole Smith, a high school math teacher in North Carolina, said she tries to proactively address this question before students even ask: "I look for connections between upcoming topics and the real world to show students how the skill is used outside of this class. Here's what John Trout McCrann, a high school math teacher in New York and a blogger for Education Week Teacher, said he tells students when they ask why they need to learn a math concept: "You don't.

Justin Minkel, an elementary teacher in Arkansas, said he uses simulations to make math fun and relevant for his young students: Teachers, share your answers to the question "Why do I have to learn this? " The Map of Mathematics. Education Update:Chasing Happiness in the Classroom:Minds for Math. How Playing With Math Helps Teachers Better Empathize With Students | MindShift | KQED News. Michelle Manes has taught math in almost every setting. She taught public high school students, deaf elementary school students, and middle school girls at a single-sex school. But eventually, she couldn’t fight the feeling that as much as she loved teaching math, she also loved doing math, so she went back to get her Ph.D. in mathematics and is now a professor at the University of Hawaii.

Although she has settled into a life of teaching undergraduate students and working on her own research, Manes still cares deeply about K-12 education. To stay connected to teachers in that world she helped start a Math Teachers’ Circle in Honolulu. The circle meets once a month and invites math teachers from all grade levels to get together and work on fun, challenging math alongside research mathematicians. “I try to bring that creativity and joy and excitement and discovery piece into the Math Teachers’ Circle and hope it trickles into the classroom,” Manes said.

Manipulatives. Vocabulary. Math blogs. Math facts. Discussion. UNDERSTANDING math. Maximize learning. For parents. Assessment. Common core math. Questioning. Effective teaching.