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Dedicated to Teachers


How Games Help Build Numerical Fluency

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)

The Foundations of Numerical Fluency

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)

Six Processes for Developing Numerical Fluency

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)

Nine Pivotal Understandings for Numerical Fluency

We believe that teachers must embrace nine pivotal understandings to support the development of numerical fluency in all students.  (continue reading)

It Takes a School to Develop Numerical Fluency

For change to stick, we need to create a school culture focused on the purposeful development of numerical fluency as an integral part of K–5 mathematics in every classroom and among all students regardless of labels, languages, or learning needs.  (continue reading)

Developing Numerical Fluency Podcast with Patsy Kanter and Steven Leinwand

In their new book, Developing Numerical Fluency, Patsy and Steve present what they call pivotal understandings, and put an emphasis on a school-wide culture that values and nurtures numerical fluency.  (continue reading)

Six Processes for Developing Numerical Fluency

When mathematics lessons are systematically planned and implemented with these six processes at the forefront, teachers maximize the chances of all students becoming numerically fluent.  (continue reading)

The Challenge of Teaching in Ways We Were Not Taught

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)

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