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)
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)
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)