Transform Math Class into a Community of Problem Solvers
(and how the right support changes everything.) If sustainable change in math instruction were just about working harder, teachers would already be there. They care.They try new strategies.They attend PD.They reflect.They adjust. And yet, real instructional change still feels slower than it should. When we start talking about why math coaches are the key to […]
Using Real-World Data in the Math Classroom to Build Critical Thinkers A Conversation with Stephanie Marrero of Algebra Made Simple The skills we teach in math class have the potential to change the world. That belief is at the heart of this episode of the Math Chat Podcast, where I sat down with educator and […]
why students struggle with math problem solving
Some conversations stay with you long after you hit “stop recording.”My chat with Deborah Peart Crayton is one of those. This episode of Math Chat is really a conversation about math identity for teachers and the powerful idea that you don’t have to be a mathematician to belong in math. You don’t have to love […]
(and why this question might be holding learning back) What if students don’t know the math yet? That question shows up quietly, but persistently, in classrooms. It surfaces right before a lesson begins. You’re holding the task. You’re scanning the room. You’re thinking about the students who struggle, the ones who shut down quickly, the […]
Questions to Ask in Math Class to Get Students Thinking (And why talking less matters more than we realize) If you have ever wondered which questions to ask in math class to get students thinking, you are not alone. Most teachers I work with are not trying to control the room or rush through the […]
At some point, every math teacher asks this question: What should students actually be doing, saying, and thinking in math class? Not what the lesson plan says, the pacing guide demands or what the test will eventually assess. But rather, what students should be doing with their hands, what they should be saying out loud […]
Why We Use Multiplication Problems in Kindergarten and First Grade There’s a quiet moment that happens in a lot of K–1 classrooms. A student looks at a problem with groups. Bags, shelves, pairs. And they start counting in ways that feel a little “ahead.” Not wrong. Just unexpected. And immediately, the adult brain kicks in. […]
