There is an unacceptable chasm between traditional mathematics instruction, that rarely works for more than one-third on our students, and this kind of mathematics instruction, that truly empowers nearly all students. (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)
Here are all of the posts from the year, listed with their guiding questions, so you can easily find those that might support your professional learning this summer and into next school year. (continue reading)
Rarely does an argument fully develop out of a few well-organized thoughts and statements. Rather, an argument is often the result of several extensions, clarifications, and elaborations of a few seed ideas. (continue reading)
While the formality and form of these arguments will vary across grades, all students need to be able to develop, understand, and interpret arguments appropriate to their level of expertise in mathematics. (continue reading)
Math is useful, but that’s not why I teach it. I don't endure the things that teachers have to endure just because I want my students to quickly calculate a 10 percent sales tax. (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)
The practice of building mathematical arguments, including informal justifications, is not always at the center of mathematics instruction, particularly in K–8 grades. With this book, we hope to help you incorporate argumentation into your own teaching. (continue reading)
Today on the Heinemann podcast: how do we create strong learning communities where students can feel confident in their mathematical abilities?
In their new book Thinking Together: 9 Beliefs for Building a Mathematical Community, Rozlynn Dance and Tessa Kaplan celebrate student-centered strategies that empower students to take risks, ask questions, and grow as learners. (continue reading)
Once students are comfortable with the idea that mistakes are great, it is important that they begin to notice them on their own. As with self-correcting while reading, we want our students to notice when they are making a mistake and make attempts to remedy it. (continue reading)
