Fact Fluency: What does it mean? How do I know students have it?

Posted by on Oct 30, 2015 in Elementary, High School, Middle School | No Comments

Recently, I have been working with teachers to challenge conventional wisdom and classroom practices regarding fact fluency.

Applying the Mathematical Practices – Repeated Reasoning

Posted by on Oct 10, 2015 in High School | No Comments

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

Posted by on Jun 4, 2015 in High School | No Comments

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.”

Core Math Tools. CPMP-Tools. TCMS-Tools. Variations on freely available technology for investigation and problem solving.

The version of these software tools developed in conjunction with an NCTM task force is called is Core Math Tools. It is promoted on the NCTM website along with sample lessons, custom apps, and readily available how-to pages that may make it the most user friendly place to begin.

Collaborative Whiteboarding

Posted by on Feb 14, 2015 in High School | One Comment

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.

A provocative read about accelerated algebra

Posted by on Jan 19, 2015 in Equity, High School | No Comments

Submitted by Sherri Kruger
I came across an interesting reading, a report titled Solving America’s Mathematics Education Problem

Extenhancing understanding of the Pythagorean theorem

Posted by on Jan 19, 2015 in High School | One Comment

Once we have guided our students to connect the geometric representation with the algebraic representation of the relationship, we can further deepen their conceptual understanding, broaden their concept image, and promote reasoning and sense making through a series of tasks such as these.