Submitted by Nina Smith.
Faye B. Clark and Constance Kamii report “Multiplicative thinking was found early (45% of second graders demonstrated some multiplicative thinking) and developed slowly (only about 48% of fifth graders demonstrated consistently solid multiplicative thinking)”. So how can we support students to develop this type of thinking?
Into the fall and winter many people find themselves out hunting. No different the mathematicians perusing the NCTM Regional Conference Program Book in November in Minneapolis. With pen and highlighter poised participants were ready to hit the target of the perfect session(s) to find that “just right” strategy to address the focus of classroom or district needs.
Continue readingThe word “Mindset” has a nearly automatic association to many educators out there…but what if all along we haven’t been putting this theory in its rightful place as a facet of a larger, more important mindset, the Academic Mindset?
Continue readingYou know what you should do? PROMOTE the right stuff.
Thoughts on MCTM’s Mission Statement
As members of the Minnesota mathematics community, it may be no mystery that the Gopher state opted out of adopting the Common Core State Standards in Mathematics.
Continue readingLast year, at MCTM in Duluth, Aloma P. Rohman (@rohmansoldier) joined Twitter and started her exciting journey through the MathTwitterBlogosphere (#MTBoS).
Continue readingI recently attended the Regional NCTM conference in Minneapolis where I sat in on a lot of great sessions. One of the sessions I sat in on was titled Using Area Models To Teach Multiplying, Factoring And Polynomial Division.
Continue readingAs an ongoing feature, Math Bits would like to highlight some of Minnesota’s fabulous teachers that are growing professionally through social media.
Continue readingI utilized Jo Boaler’s “Week Of Inspirational Math” during the second week of school to continue our discussion on growth mindset.
Continue readingRecently, I have been working with teachers to challenge conventional wisdom and classroom practices regarding fact fluency.
Continue reading