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Dedicated to Teachers


Solving 100 ÷ 3 Mentally: A Surprise

When interviewing students to find out how they reason numerically―focus on how they explain their thinking. You might be surprised by what you hear.  (continue reading)

Using Literature to Make Sense of Mathematics

How do we help all students make sense of mathematics? — with stories! Literature can support and enhance mathematics instruction.  (continue reading)

Podcast: Engaging with Math in Literature with Sue O'Connell, Danielle Moore, and TJ Jemison

How do stories create space for mathematical thinking? Today on the podcast we’re joined by Sue O’Connell, lead author of the Math by the Book series, and two of her co-authors Danielle Moore, and TJ Jemison.  (continue reading)

Final Virtual PD Options for 2021

If you're hoping to attend some virtual PD this year to lift your practice—and your spirits—we have many options for you! However, we know that decision fatigue is real and too many choices can be overwhelming.  (continue reading)

Podcast: Invigorating High School Math with Steven Leinwand and Eric Milou

Is high school math failing students? The way math is taught today hasn’t changed much over the years.  (continue reading)

What is 100 ÷ 3? Why We Ask and What We Learn

Interviewing students—asking them to do math without paper and pencil—can reveal more about how they reason numerically and offer guidance for next-steps.  (continue reading)

Marilyn Burns Presents a Closer Look at Listening to Learn

WATCH NOW: On September 21st, Marilyn Burns went live on the Heinemann Facebook page to give educators a closer look at Listening to Learn, a new K--5 digital interview tool.  (continue reading)

Launching Number Sense Routines with Children’s Literature

Stories support curiosity and engagement. By creating excitement with our students we make the task of teaching specific grade level math skills easier.  (continue reading)

Nine Ways to Have Deeper Conversations with Students about Math

Suggestions for how to have meaningful and important conversations with K–5 students about math from Marilyn Burns.  (continue reading)

Growing Mathematical Mindsets with Do The Math

Our identities determine our willingness to take risks in learning. It makes sense, therefore, for teachers to invest in mentoring students’ math identities.  (continue reading)

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