“I want noise and plenty of it–productive, purposeful, and meaningful noise–from everyone, students and teachers alike.” Christine Moynihan, Math Sense I have, quite possibly, the best job ever. I am a K-5 math interventionist, which means I...
As part of my school’s PBIS behavior management system, students have the opportunity to earn “tokens” they can save and redeem for rewards. A student favorite is the Stinky Feet pass, which allows students to work in the classroom with their shoes...
If we want students to use precise mathematical language (and we do!), then we have to be sure we model what that sounds like. Let’s look at some shortcuts we often take in our own language and see how they undermine our goal of having students deeply understand...
Ever since hearing Annie Fetter talk about Notice and Wonder at the Atlantic City NCTM Regional Conference in October, I have been obsessed with the strategy. What I immediately noticed (no pun intended) was that my students didn’t notice much. Because I believe...
I thought that title would get your attention! Now just hear me out. I want you to consider that there is really very little in math that students must learn through direct instruction, that is explicit instruction from a teacher. Let me give two examples, and then...
“When we press beyond procedural explanations into explanations that include reasoning, we are supporting students in justifying their ideas.” Intentional Talk (Kazemi/Hintz) When you are planning instruction, how often do you consider the sound of your...
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