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During the school year, I spend time thinking about math games for the classroom.
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When I asked students to think-pair-share, they dutifully respected the independent think time before launching into a buzzy conversation with a partner.
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In February, I gave a webinar for TERC’s Forum for Equity in Elementary Mathematics.
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Mia* is a fourth grader who participates in a small-group intervention with me that focuses on multiplication.
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How do elements of the culture students bring into the classroom interact with the classroom culture we create?
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I recently returned from NCTM in Atlanta.
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Who makes the mathematical laws?
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This morning in grade 4, we asked students to write a story problem and solve 104 ÷ 8.
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How do we support students who are struggling to access grade level content?
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When we look at student work after school, long after the students have left the building, we make inferences — guesses — at what students were thinking.