Learning these facts is not about rote memorization. Seeing and using patterns, and building relationships, can free children’s cognitive resources to be used in other tasks. (continue reading)
What does it really take to help students learn their math facts in ways that allow them to access and use these facts fluently and flexibly to solve rich and challenging math problems? (continue reading)
This week, Heinemann will be in beautiful San Diego for the National Council of Supervisors of Mathematics (NCSM) and National Council of Teachers of Mathematics (NCTM) conferences! (continue reading)
The more opportunities students have to practice using the language of mathematics through conversation, the deeper their understanding will be. As students engage in brief discussion, they have the chance to hear and practice providing explanations, multiple representations, and solutions. (continue reading)
Conferring is built on learning what students are doing and how they are thinking. In the first stage of a math conference, the teachers looks, listens, and asks with the goal of building an interpretation of student thinking. (continue reading)
How does a conference work? What do teachers think about? What do they say? A conference is not simply a venue for students to report on their thinking. A conference is a shared opportunity for teachers and students to learn together in the moment. (continue reading)
Whether before school, embedded in the school day, after school, or at home, games offer engaging, active learning, and meaningful math practice. Here are some quick tips for successfully implementing math games! (continue reading)
Struggle is how we learn. Rich tasks provoke productive struggle, during which students actively struggle through a problem as they work to make sense of it. (continue reading)
Understanding what the whole is, what the parts are, how they are related, and what might be missing in a particular problem are all critical aspects of numerical fluency. (continue reading)
