Math in Practice can be used with nearly any math program or approach. To help you match your instruction with the books, we've created crosswalks to several commonly used math approaches and programs. These crosswalks are available for each grade level, and cover:
“What is Math in Practice?” We get that a lot. It might be more important to first talk about whyMath in Practice.
Sometimes we look back to the “good old days” of teaching math with rose-colored glasses. But did everyone learn and love mathematics in those classrooms? What do you remember about math class when you were the student? What was a typical assignment? What did your classroom look like and sound like? As I listen to teachers across the country, I am struck by the similarity of their experiences as they recall:
lots of memorizing
a teacher telling how to do it
one right answer
one way to get the answer
no group work
We know that one of the biggest changes in the teaching of math is a new definition of proficiency. Computation skills are still important, but it takes more than that. We want our students to understand why math works.
You may have heard the words "what's wrong with the old way of teaching math? I learned math that way just fine!" from parents, students, family members, even colleagues. As the approach to math shifts toward students' understanding math, and away from rote memorization, many adults think back to their own experiences as students in the math classroom and often long for "the good old days. "
Math in Practice is a comprehensive, grade-by-grade professional learning resource designed to fit with any math curriculum you are using. It identifies the big ideas of both math content and math teaching, unpacking key instructional strategies and detailing why those strategies are so powerful.
Rather than providing another sequence of lessons and units to take students from the beginning to the end of the year, Math in Practice focuses on developing deep content knowledge, understanding why certain strategies and approaches are most effective, and rethinking our beliefs about what math teaching should be.
This week author Sue O'Connell sat down with Heinemann's Josh Evans on Facebook live to walk through the books and also the week prior, Josh Evans took a deeper dive within each book. Watch both below to learn more!
By Sue O’Connell and John SanGiovanni, adapted from A Guide for Administrators, part of the new Math in Practice resource
What do we hope to see and hear when we step into a math classroom? As our focus has shifted from memorizing to understanding and from calculating to applying, we have recognized instructional strategies that are better suited to these goals.
As we observe math classrooms, we look for evidence that teaching is more than delivering a textbook lesson. We look at the interactions between teacher and students, the on-the-spot decisions made by the teacher to keep learning progressing, and the ways in which the teacher brings math ideas to light through talk, visuals, and making connections to past learning. More specifically, here are some key features we would hope to see in an effective math classroom.
When asked who he appreciates as a teacher, John SanGiovanni thinks of his wife, a seventh grade math teacher who works long days and grades papers in the night. She is constantly thinking of new ways to serve and to help her students, so in this video for Teacher Appreciation Week, John praises her and every other teacher's work.