As you start preparing to launch a new school year, join author Sue O’Connell and thousands of educators for a slow chat about important questions in elementary math teaching. (continue reading)
As teachers, we must cultivate the structures and beliefs in a classroom community that lay the foundation for the mathematical growth of our students. Our foundation is built on a set of nine key beliefs. (continue reading)
Teaching elementary school math can be unpredictable and challenging, but you're not alone. Here are a few tips and tricks that keep us going when the going gets tough! (continue reading)
To allow all learners to engage in argumentation, we as teachers need to develop our confidence in planning for the wide range of learners in our classrooms. How can argumentation be a goal and an expectation for all students? (continue reading)
At the beginning of the school year, one of the most important things we do as teachers is get to know our children. It is during this “get to know you” time that we can easily learn about our students’ confidence levels. (continue reading)
One of the most important factors in successful student-centered instruction and learning is perseverance. If we let our students give up after the first try or get overly frustrated when they make a mistake, we are doing them a great disservice. (continue reading)
We use mathematical notation because it strips away all the extraneous information and helps us communicate as directly as we can about mathematical ideas. We couldn’t live in a world where all quantities were represented with dots or hash marks. We need abstract representations of numbers. (continue reading)
In order for students to learn and understand mathematical concepts, they must live in classrooms that support cooperative learning and mathematical discourse. Students develop an understanding of mathematics when in an atmosphere where they feel safe to learn, take risks, make mistakes, and grow. (continue reading)
Teaching questioning skills is not an easy process. It involves patience, scaffolding, and focused instruction. Asking a question is not something that a lot of our students know how to do innately, especially at the primary level. (continue reading)
I recently received this question about coaching on my website: Is it the coach's responsibility to report the teachers' flaws to the principal? (continue reading)
