Fact Fluency: What does it mean? How do I know students have it?
Recently, I have been working with teachers to challenge conventional wisdom and classroom practices regarding fact fluency.
Continue readingTag: Instructional Practice
Applying the Mathematical Practices – Repeated Reasoning
Contributed by Ryota Matsuura
The practice of looking for and expressing regularity in repeated reasoning… examples for use in the classroom
Less Really Is More
Contributed by Karen Hyers
I left NCSM/NCTM week in Boston with a lot of big ideas to ponder for the summer, And as a full-time classroom teacher, I also look for that one new thing to bring back and implement with my students right away. For me that moment was when Dan Meyer said, “You can always add. You can’t subtract.”
A Lot Like a Sneeze
Contributed by Mardi Knudson
It’s cold and flu season and I can’t help but see the correlation between a sneeze and teaching math. ..
Finding Meaning in Fluency
Contributed by RoseMary Hunt
“My mom showed me a trick,” came from a third grader in the middle of the room. The look of horror from four students at the table in front of me was priceless. They know “trick” is a banned word in my math class. They started whispering to me as the first student rambled on about zeros…
Problem Solving – A Group Approach
Submitted by Kristin Cayo
A focus in my classroom this year is based on the state standard in Number Sense at most grades that begins “solve real life and mathematical problems…”
Collaborative Whiteboarding
Submitted by Karen Hyers
I am always looking for new ways to get my students communicating mathematics and working together. If you are looking for a fairly inexpensive tool to get your students engaged, consider whiteboarding.
Posing Purposeful Questions: How our Questioning Patterns Shape Student Outcomes
Submitted by Michael Wallus
The authors of NCTM’s recently published Principles to Actions: Ensuring Mathematical Success for All note, “While the types of questions a teacher poses are important, so are the patterns of questions that they use during teacher-student interactions.”