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WinWinGamesbyMarilynBurns. Concept vs Procedure: An anecdote about what it means to be good at math – Thinking Mathematically. A grade 5 teacher approached me asking if we could plan for a lesson toward the end of her unit on multiplication.

Concept vs Procedure: An anecdote about what it means to be good at math – Thinking Mathematically

To start, we grabbed our curriculum to see what the specific expectations told us. Specifically, she told me that she had been trying to help her students reach this expectation: -Multiply two-digit whole numbers by two-digit whole numbers, using estimation, student-generated algorithms, and standard algorithms. Educational Leadership:Lifting School Leaders:The Importance of Struggle. Is That Even A Problem??? – Thinking Mathematically. Ask others what problem solving means with regard to mathematics.

Is That Even A Problem??? – Thinking Mathematically

Illustrative Mathematics. Connect with Illustrative Mathematics at NCSM and NCTM!

Illustrative Mathematics

We are collecting data to understand how districts, schools and individual teachers use and create curriculum and we need your input as we work to develop resources to support you. All responses are completely anonymous and will be used for research purposes only. Click here to take our brief survey and help us support your work in the classroom! 1302 Slow Math: Look for and Make Use of StructureJennifer Wilson Monday, April 3rd at 11:15am, Texas D 1316 Coaching Teachers on the Topics of Fractions, Ratios, and RatesVanessa Cerrahoglu and Jody Guarino Monday, April 3rd at 11:15am, Lone Star A.

Tch DIY: Learning Together Through Math Routines. I couldn’t be more excited about the launch of this Teaching Channel project — it’s so near and dear to my heart.

Tch DIY: Learning Together Through Math Routines

Over the past five years, much of my work in the classroom and with teachers has centered around math routines that generate student discourse and help us learn more about our students’ understandings. All of this work has been inspired by books I’ve read, conversations with colleagues in person and on Twitter, and the amazing student mathematical discussions I’ve heard, sparked by these routines. With this project, I have the opportunity to share all of the hard work of my colleagues, showcase the safe culture they have established in their classrooms, and highlight all of the wonderful mathematical ideas of their students. Each month, Teaching Channel will release a set of grade level math routine videos, filmed by yours truly and put together by the amazing team at Tch.

‘Not a Math Person’: How to Remove Obstacles to Learning Math. Stanford math education professor Jo Boaler spends a lot of time worrying about how math education in the United States traumatizes kids.

‘Not a Math Person’: How to Remove Obstacles to Learning Math

Recently, a colleague’s 7-year-old came home from school and announced he didn’t like math anymore. His mom asked why and he said, “math is too much answering and not enough learning.” This story demonstrates how clearly kids understand that unlike their other courses, math is a performative subject, where their job is to come up with answers quickly. Boaler says that if this approach doesn’t change, the U.S. will always have weak math education.

Memorizers are the lowest achievers and other Common Core math surprises. Why I Like Using Open Number Lines... This post was originally published on Marilyn Burns’ Math Blog.

Why I Like Using Open Number Lines...

When I visited Joe’s third-grade class, he was concerned about the results on his students’ homework from the day before. Why Is Teaching Mathematics So Different Than Teaching Other Subjects? My entire professional career has been in Secondary Mathematics.

Why Is Teaching Mathematics So Different Than Teaching Other Subjects?

As a middle school teacher, high school teachers, department chair, and supervisor; I have been immersed in the field of teaching and learning mathematics. Whenever conversations arise about the instruction for very weak students or for very advanced students, there seems to always be special considerations for students when it comes to mathematics. Building Conceptual Understanding through Visualization.

Using Mini-Assessments in a Professional Learning Setting – Achieve the Core Aligned Materials. In my role as a math coach, I have the opportunity to meet with grade-level teams for a half day about once every 6 weeks.

Using Mini-Assessments in a Professional Learning Setting – Achieve the Core Aligned Materials

At a recent meeting with kindergarten, grade 1, and grade 2 teams, we examined the Representing and Solving Addition and Subtraction Problems Mini-Assessment. Through my classroom observations at these levels, I noticed that students were struggling when given a story problem in one of the more challenging formats. Using a mini-assessment to structure our discussion would allow us to see the variety of problem types expected by the Common Core State Standards in one concise document. Here’s how I used mini assessments with my teams: Step 1: Take the assessment To begin, we took the assessment ourselves independently.

Questioning My Metacognition. All The Mathematical Methods I Learned In My University Math Degree Became Obsolete In My Lifetime. Subtraction in 2nd Grade. Teaching Calculus. The following answer to a question we’ve all been asked was posted yesterday on a private Facebook page for AP Calculus readers.

Teaching Calculus

The author, Allen Wolmer is a teacher and AP Calculus reader. Teaching to the Beat of a Different Drummer. This week I gave a presentation to grade 3-5 teachers from around my district.

Teaching to the Beat of a Different Drummer

One of the points I wanted to drive home to them is that number sense does not apply to only whole numbers. Nix the Tricks. Strategy To Help Students Understand Math Problems. I’m sure we’ve all seen it happen at one time or another in math class. We give a student a story problem to solve and after a quick skim, the student pulls the numbers from the problem, computes with them, and writes down an answer. If the answer is correct, we assume the student has a grasp of the concept.

Why Math Education in the U.S. Doesn't Add Up. In December the Program for International Student Assessment (PISA) will announce the latest results from the tests it administers every three years to hundreds of thousands of 15-year-olds around the world. In the last round, the U.S. posted average scores in reading and science but performed well below other developed nations in math, ranking 36 out of 65 countries. CNN and Scientific American join the revolution!

Hello youcubians, I am excited to share with you today the release of a Scientific American Mind article I wrote with Pablo Zoido on the dangers of memorization approaches in maths. Pablo was an analyst for the OECD / PISA and together we analyzed data from 13 million students worldwide. We found that students who take a memorization approach are the lowest achieving students in the world. The article also shares brain science showing that adults who were taught maths facts through memorization did not learn as well as those taught through learning number strategies. Video Collection: Checking for Conceptual Understanding. A Few Simple Beliefs – Thinking Mathematically. “One way to think of a person’s understanding of mathematics is that it exists along a continuum. At one end is a rich set of connections. De-emphasizing Speed in Math.