Tag Archives: Math

Contexts for Learning Math: Hear Cathy Fosnot speak near you

Contexts for Learning Mathematics (CFLM) is a rigorous K–6 classroom resource that makes use of a workshop environment to bring the Standards for Mathematical Practice to life. Each unit uses a rich, authentic context to promote thinking and learning.

Educators often ask about opportunities to hear lead author Cathy Fosnot present on CFLM and the skills and pedagogy underlying each unit.

There are a number of upcoming Seminars by the Sea offering opportunities to hear directly from Cathy about these topics, including:

  • January 26 – Amelia Island, FL

  • February 24 – Laguna Beach, CA

  • July 10-11 – New London, CT

  • July 12-13 – New London, CT

For more information on these upcoming events, please visit the upcoming events section on the New Perspectives on Learning site.

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Cathy Fosnot is Professor Emerita of Education at the City College of New York and the founder of Mathematics in the City, a national center for professional development located at the college. She is also CEO and President of New Perspectives on Learning, an organization devoted to fostering school change around the world through professional learning and classroom resources. Follow Cathy on Twitter @ctfosnot.

Heinemann Fellow Ian Fleischer on Giving Visual Math Tools a Chance to Empower Students

Giving Visual Math Tools a Chance to Empower Students

One of my first moments of seeing the power of visuals in math learning came over a year ago, in June 2016. I was teaching fifth grade, and I gave my students an open-ended math task on a green sheet of grid paper with two different right triangles printed on it. I chose this task from several I’d gathered at a math conference that March.

Giving Visual Math Tools a Chance to Empower Students

This task held the promise of a different, and I hoped better, way to teach math. Until then I had been teaching each lesson pretty much as it was written in the curriculum guide, following along as best I could and finding myself unsatisfied and discouraged year after year.

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Confronting Shame In The Math Classroom

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In his latest book, Embarrassment, And The Emotional Undelife of Learning, Tom Newkirk digs into the roots of what inhibits us as learners in and out of the classroom and offers strategies and practices that help kids and teachers alike develop a more resilient approach to embarrassment. Tom says "I contend that if we can take on a topic like embarrassment and shame, we can come to a richer, more honest, more enabling sense of who we are and what we can do." The following is adapted from Tom's chapter on shame in the math classroom.

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When I mentioned the title of the chapter, “Math Shame,” to a fellow editor, she replied, “Actually I feel no shame at all. I’m just not good at math and I’m fine with that.”


There is probably no other required subject area, that we so regularly divide into the haves and have-nots—the ones good at math and then the rest of us. Math class is the motherland of the fixed mindset. For most of us, math never becomes a language, something that we can be fluent in. I suspect that for proficient math students equations must feel like sentences, as if there is a ready and seemingly natural syntax at their disposal.

Students may feel anxiety when the dial is turned to pure mathematical formulation too soon. And it occurs when the goal, always, is getting the exact right answer— when a good approximation will do.

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The 5 Features of a Motivated Classroom


The following is adapted from Motivated: Designing Math Classrooms Where Students Want to Join In, by Ilana Seidel Horn

In her new book, Motivated, author Ilana Seidel Horn outlines the features of a motivational classroom. Based on her research, Horn has found that a motivational classroom attends to the following five features:

  • students’ sense of belongingness
  • the meaningfulness of learning
  • students’ competence
  • structures for accountability
  • students’ autonomy.

Teachers can foster all of these through deliberate instructional design as they tinker to motivate their students. Here's where to start:

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How Do I Use Math In Practice With Other Math Programs?


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:

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What is Cognitively Guided Instruction?


What is Cognitively Guided Instruction? Why do we do it?

Early on a Saturday morning a few weeks ago, I had a conversation with more than 200 teachers and administrators (and a few school board members) about Cognitively Guided Instruction (CGI). The conversation started when I posed the questions, “What is CGI and why do we do it?”

The response was inspiring, thought-provoking, and humbling.

  • Inspiring because the ideas shared highlighted the wisdom and commitment to young people.

  • Thought-provoking because the response pushed me to reconsider my own ideas of CGI.

  • Humbling because it reminded me about the power of collective work and how even in the most challenging times for education, together we can push back and work to change the status quo.

Before sharing what the group came up with, I want to explain why I began this conversation. Over the last year I have found myself needing to define or position CGI in particular ways. As I considered how I might do this, I recognized that CGI is not mine to define. CGI is not mine. It’s not even Tom Carpenter and Eliz Fennema’s. And it never has been.

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