We don’t expect kids to WANT to learn how to play music when they’ve never heard an actual SONG before … so why do we expect them to WANT to learn math when they’ve never been exposed to ACTUAL MATHEMATICS?! Major mic drop moment for Francis Su wow 🫳🎤

Inspired by lesson study today! Amazing student discourse and flexibility!!!

Some teaching strategies impact our students’ math identity in different ways, helping some while harming others.

It is essential that we examine our practices to see who we are helping, and who might be harmed.

(And then re-evaluate our commitment to equitable practices.)

A big part of what we do in the classroom should be about uncovering the thinking and learning that is happening and making it visible.

Counting down to graduation
Dissertation defense ✅
Next up revisions but first, my kid said we need to celebrate with cake

'math is not about the teacher being the answer key' - Dᴜᴀɴᴇ Hᴀʙᴇᴄᴋᴇʀ #CVMN

What’s the difference between following a curriculum with fidelity and with integrity? Looking for examples, not explanations

Today's number of the day is 3.14159! Happy #PiDay ! 💜🔢

'It is our responsibility to ensure that students see the relevance and usefulness of mathematics, and a steady stream of tricks won’t help convince them of this.'

This month, NCTM President Kevin Dykema addresses the use of tricks in the classroom: nctm.link/PKnw3

Why narrow maths options when 138 college disciplines require data and statistics coursework⁉️Jo Boaler UCLA Math Project #cmcmath

I attended a maths education meeting in Adelaide. This was my favorite talk and slide: Amie Albrecht gave a beautiful explanation of what maths reasoning looks like. Look at the rich variety of verb actions that are activated by maths reasoning. How many are we doing in class?

Sometimes, we forget that it's when special education and general education work together that sets our students up for success.

The ONLY instructional strategy with a NEGATIVE effect size: Lecturing. -0.26 or 1/2 a year's loss

Why? It's passive.

There's no room for engagement or interaction necessary for deep understanding & skill development.

Just a lot of one person talking.

Anyone know the reason why Open Up Resources and Illustrative Mathematics don’t have the arrows on their number lines?

Every interaction we have with our students is an opportunity to treat them as competent, worthy, and loved.

Special education should be less label-driven, and more provide unique-services-and-support-driven.

By abandoning the rote teaching of algorithms, we are asking children to learn more.

We are teaching them to mathematize, to think like mathematicians, to look at the numbers before they calculate.

#buildingthinkingclassrooms

For all my imposter syndrome people out there!

'Doubting yourself is normal. Letting it stop you is a choice.' -Mel Robbins

#ThoughtForTheDay

Dan Meyer's TED talk changed how I looked at math ed. I had been so comfortable with teaching the way I was taught... ted.com/talks/dan_meye… #MTBoS

You could remember and mimic some rule about fraction division....

Or you could think 'How many 1/2s are in ....?'

Just get as close as you can :)

Join me for FRACTION teaching tips!
mathisfigureoutable.com/change

#MathIsFigureOutAble #MathChat #MTBoS