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Math has moved on: now, instead of merely memorizing multiplication tables, students are expected to know what multiplication means and use more than one strategy to solve, then explain their thinking to peers and teachers. Let’s talk about why that is and how parents can help. (continue reading)

Just as conferring is one part of the readers’ and writers’ workshop and could not be implemented in isolation, conferring in mathematics must take place on a broader instructional stage. But if tasks in the classroom don’t demand deep thinking, we’re left with thin conversations about answers. (continue reading)

There are six identifiable processes that support the development of numerical fluency. these processes are not unique to numerical fluency−in fact, the same processes are essential for the development of spatial sense, algebraic reasoning, and other big ideas in mathematics. (continue reading)

There is a pervasive belief in our culture that being good at math is an innate ability. As teachers, we need to reinforce a growth mindset in our students. Here's where you can start... (continue reading)

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)

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