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Key Beliefs That Support Effective Mathematics Instruction

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)

Wrap-Up: PLC Series 2017-2018

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)

Using Mistakes as Teachable Moments

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)

What Makes a Good Argument?

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)

Why I Teach Math

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)

When Things Don't Seem To Be Working...

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)

What is Argumentation, and Why Does it Matter?

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)

Thinking Together with Rozlynn Dance and Tessa Kaplan

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)

Celebrating Great Mistakes in the Classroom

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)

Making Mathematical Argumentation Accessible to All

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)

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