What math intervention programs actually work? This is one of the questions I get asked the most and today I’m excited to chat about all things math interventions with my friend, Juliana!

On Today’s Episode 3 Reasons Why Math Intervention Programs Don’t Work:

• Having high expectations of our students
• The important piece math intervention curriculums miss 
• Just in time approaches to math interventions

Links Mentioned in this Episode about Math Intervention Programs:

• 8 Ways to Build Math Classroom Community
• 90: Math Trauma and What to Do About It
• 49: 3 Expectations & “Just in Time Supports” in Math 

Connect with Juliana: 

• @collaborated.with.juliana on Instagram
• http://www.collaboratedwithjuliana.com
• Juliana’s book: Teaching 6-12 Math Intervention: A Practical Framework to Engage Students Who Struggle

 Math Word Problem Workshop

Save time and energy by planning a simple daily routine that increases student engagement, problem solving, & math proficiency!

When you join the Math Word Problem Workshop, I’ll show you how to…

• engage every student in problem solving, daily.
• create a daily structure that allows students to collaborate, reflect, take risks, and use mistakes as opportunities.
• a system to plan for problem solving, simply and efficiently.
• confidently facilitate a students lead problem solving workshop

Join today by clicking HERE!
Have Questions? My DMs on IG are always open @hellomonamath

The post 133: 3 Reasons Why Math Intervention Programs Don’t Work with Juliana Tapper appeared first on Mona Math.

Are you thinking through your classroom management strategies for the new school year? I have the expert you need to hear from on the show today! 

Jenna shares practical tips so that you can feel confident in your classroom management. You will feel empowered to build strong classroom routines and relationships with your students after listening to this episode. 

In this episode we will chat about: 

1. How to build a strong classroom community (and Jenna’s secret sauce!)
2. Practical tips for classroom management (and what Jenna would tell newer teachers about management)
3. Building a strong classroom management foundation at the beginning of the year and referring back to it often

About our guest, Jenna:

Jenna has been an elementary educator for 11 years in New York. She has taught second, third, and fourth grade and currently teaches second grade! Jenna wanted to be an educator since she was in second grade. She LOVES supporting educators through her Instagram platform, That Strong Teacher, where she helps teachers become strong and confident in classroom management.

Connect with Jenna: 

• @Thatstrongteacher on IG
• The Classroom Management Playbook

You might also like:

• 8 Ways to Build Math Classroom Community
• 87: Why you need SEL in Math Problem Solving…Now!

 Math Word Problem Workshop

Save time and energy by planning a simple daily routine that increases student engagement, problem solving, & math proficiency!

When you join the Math Word Problem Workshop, I’ll show you how to…

• engage every student in problem solving, daily.
• create a daily structure that allows students to collaborate, reflect, take risks, and use mistakes as opportunities.
• a system to plan for problem solving, simply and efficiently.
• confidently facilitate a students lead problem solving workshop

Join today by clicking HERE!

The post 127: Classroom Management, an Interview with Jenna from That Strong Teacher appeared first on Mona Math.

On Today’s Episode on Collaborative Math Coaching with Nicora Placa:

• What learning opportunities do teachers need from coaches/PL?
• What is collaborative coaching and how does it complement one on one coaching?
• What are the 6 tools?
• What are 2 things educators listening could do right now to start to shift the culture of collaboration in their school? 

About Our Guest: Nicora Placa

Nicora Placa is an assistant professor in mathematics education at Hunter College. Previously, she taught elementary and middle school mathematics in New York City. She is passionate about supporting teachers, honoring their expertise, and creating learning opportunities for them to hone their craft. Her first book “6 Tools for Collaborative Mathematics Coaching” was published by Stenhouse in 2023. She also serves as Coaching Coordinator on the NCSM Leadership in Mathematics Education Board.

Find Nicora Here:

• http://nicoraplaca.com

• Twitter/ X–  NicoraPlaca

What are the 6 tools?

• Building community & teams – how will we work together, what do we value, what does coaching look like for us
  • Sense of urgency in our work– so we rush the work. 
  • Paras, specialists, admin– thinking about the role they play in the team
    
• Student Interviews- shifts the tone of the meeting quickly because we start to focus on student thinking. Our love of students is what holds us together. Curiosity about student thinking as a result of a student interview is groundbreaking!
  • Changing belief system
    
• Observations of classrooms– coaches lens to student doing, patterns you notice that you can build on
  
• Learning Walk – teacher led
  
• Rehearsing routines – practicing with adults before bringing into our classroom
  • Opportunity to be vulnerable without a lot of risk 
  • Administrators 
  • Fear with trying something to do
    
• Lesson Study

Advice for Math Coaches:

• Be the advocate between administrators and teachers
• find time for what they value
• Build relationships between administrators and teachers
• Be strategic about the time you are given – what’s the high yield work?
• Visit classrooms

Collaborative Math Coaching:

• Learning together – we’re all getting better together 
• Every year I’m constantly learning 
• This is the approach – learn from each other
• Mirror teachers and students
• Teachers advocate– online, book clubs, coaches
• Change occurs in a school– through culture and collaboration.

You might also like:
Guide to Engaging Math Discussions

 Math Word Problem Workshop

Save time and energy by planning a simple daily routine that increases student engagement, problem solving, & math proficiency!

When you join the Math Word Problem Workshop, I’ll show you how to…

• engage every student in problem solving, daily.
• create a daily structure that allows students to collaborate, reflect, take risks, and use mistakes as opportunities.
• a system to plan for problem solving, simply and efficiently.
• confidently facilitate a students lead problem solving workshop

Join today by clicking HERE!

Have Questions? My DMs on IG are always open @hellomonamath

The post 117: Collaborative Math Coaching with Nicora Placa appeared first on Mona Math.

Are you a primary teacher implementing Building Thinking Classrooms? I have the expert you want to know on the show today!! Maegan Giroux is the co-author of the about-to-release Building Thinking Classroom Tasks book for elementary! 

Even if you haven’t started implementing Building Thinking Classrooms, Maegan is a dream to know! She is passionate about helping students become mathematicians through sense making and thinking. 

You will feel empowered to get your students thinking after you listen to today’s episode with Maegan. 

In this episode we will chat about: 

1. task types and choice 
2. curriculum tasks vs. non-curriculum tasks 
3. scaffolding tasks for learners while maintaining rigor 

About our guest, Maegan Giroux:

Maegan had an unexpected journey to being a kindergarten teacher. As a middle school math teacher, Maegan loves the opportunity to also teach the youngest students because of the unpredictability and joy they bring each day! For the past 18 months Maegan and Peter Liljedhal have been working on a book full of tasks ready to use in your classroom. Set to release any day! 

Building Thinking Classrooms: 

 Get your copy here 

Facebook Group Here 

Have Questions? My DMs on IG are always open@hellomonamath

Work With Me in 2024-25 School Year

Join the Webinar on May 16 at 3:30pm cst where I’ll be sharing my services and a glimpse into working with Chicago Math Group (my math coaching agency). 

Register for the webinar here: Monamath.com/Webinar

In the webinar I’ll cover:a glimpse at the work I’ve done with schools from K to High School

1. a full run down of the services I offer
2. a price list
3. a simple way to get started working together

Don’t miss this opportunity to make your schools’ math goals a reality in 24-25 school year! 

Join today by clicking HERE!

“Make Struggle Productive” Challenge starting March 7th!

Join the fun and support every child struggling in math class with our 4-day challenge!

In this challenge, you’ll:

• Get inspired with innovative strategies
• Receive supportive ideas
• Have your questions answered LIVE on March 10th at 4pm!

Don’t miss this opportunity to make a difference!

Join today by clicking HERE!

Have Questions? My DMs on IG are always open @hellomonamath

The post 110: Building Thinking Classrooms with Maegan Giroux appeared first on Mona Math.

Help students see their whole selves in the math they’re learning with culturally responsive teaching. What is your students relationship to math? 

Join me as I interview the authors of Cultivating Mathematical Hearts, you won’t want to miss it!

In This Episode:

• culturally relevant math
• eliciting student thinking
• math modeling

About our guests Maria del Rosario Zavala  and Julia Marai Aguirre:

 Cultivating Mathematical Hearts: Culturally Responsive Mathematics Teaching in Elementary Classrooms 

• Amazon  
• Corwin – 25% off and Free Shipping

  Julia Maria Aguirre Website

Check Out The Episode Notes Below

First strand Knowledges & Identities 

Second Strand Rigor & Support 

Third Strand Power & Participation

Everyone has strengths and growth areas in the framework

Eliciting Student Thinking

High expectations for every single student– every child can do rigorous math thinking, can solve complex tasks, etc.

Open tasks– math modeling are a way to engage with high cognitive demand tasks and ope it up for cultural and community funds of knowledge to be utilized and honored in the classroom.

“You have everything inside of you to solve this problem.” – Mona Iehl

In science we take a stance that they are refining their understanding overtime. Math isn’t about building blocks, but instead refining your understanding of a concept.

It’s Not Only About the Mirror…

It is not only about the mirror but also about the lens. Students should have the opportunity to learn about mathematicians that look like them and learn about the experiences of mathematicians that look like all kinds of people.

There is a diversity of mathematicians in our world.

You are a mathematician, and you can pursue a mathematical career.

“Why does it have to be about race?” Because there is a particular power imbalance. Addressing power imbalances. 

Culturally Responsive Math

Posters, Norms, Family Nights… Knowledge & Identities… but you take to rigorous math thinking is culturally responsive. 

Knowledge and Identities– center their experiences outside of school as math experiences in the classroom. Utilize their knowledge and experiences as a reference point for a way to make math relevant 

Final Thoughts on Culturally Responsive Math

It’s less about the things & the strategies, and more about your relationship with math. You can read more about math relationships here. Checking in with yourself about the value you bring to the classroom is so important to reflect on. 

Links Mentioned in This Episode:

 Mathematician Posters

 Black Mathematician Posters

 Math Tasks that allow for deep thinking & learning about  mathematicians

My Teacher Hot Take

• Teacher PD should match the TEACHER’S goals, not the schools goals.
• PD should be provided by teachers, that understand what it’s like to teach in this post-covid world.

Have Questions? My DMs on IG are always open @hellomonamath

The post 98: What’s your Relationship with Math? An Interview with Authors of Cultivating Mathematical Hearts appeared first on Mona Math.

Jump in to Part 2 of my chat with Peter Liljedahl!  In this episode Peter and I dug into the concepts that will likely come up in your consolidating.

Did you miss Part 1? Listen in here where Peter Liljedahl and I chat about consolidation in a Thinking Classroom.

On This Episode with Peter Liljedahl

• How students represent their thinking 

• How representations can move students from simple understanding to more sophisticated understanding 

• How having multiple ways to represent and understand a math concept is what peter calls a Thick Understanding 

• How you Build a Thinking Classroom when you have a pacing guide and standards you must teach 

• Productive struggle 

When I say that this episode is JAM packed with goodness… I mean it.

About Peter Liljedahl

Peter’s website: https://www.peterliljedahl.com/
Facebook Group – Building Thinking Classrooms
 Building a Thinking Classroom in Math (Article on Edutopia by Peter)

5 Representations of Thinking

*From NCTM, Principles to Actions: Ensuring Mathematical Success for All  

• Talking it (verbal) 
• Symbolically representing (Numbers) 
• Drawings of tools (Physical or Visual)

2 Schools of Thoughts About Representations

1. Multiple representations thickens their understanding
2. Multiple representations mediate from A to B

Multiple Representations Thicken Understanding

When we can think about different representations of square numbers it creates a thick understanding, so in the future when I see a square number I have multiple representations to tap into. SO I have multiple ways of thinking about a task. It gives me more receptors when a task is posed. I have more representations that I can access to understand a task.

Tax Collector

A popular task from Building Thinking Classrooms – find it in Chapter 6

Thin Understanding → Describes students that are adding from left to right and ignoring place value. They have a thin understanding of addition 

Multiple Representations Move Us from A to B

Physical Manipulatives → Drawing → Symbolic → Abstract Understanding

Using representations can be mediators 

Example: Using a ruler (number line) to subtract in younger years, but in 9th grade we want students to have an abstract/symbolic understanding of subtraction 

Best way to ensure students have a Thick Understanding & are moving from Physical to Virtual to Abstract is to always require them to have at least 2 representations in their work. 

• talking & writing 

• tools & talking 

• drawing & talking 

So… be sure your students are:
Describing the model they drew.

Talking about the context and writing a number sentence to match. 

Using manipulatives and discussing how they relate to the context

“Thick Understanding allows you to be more flexible and more strategic in being more effective or efficient in their problem solving.” -Mona

You can’t actually force people to learn things in your timeframe

Somedays the discussion things just kinda fizzle out and you don’t get to that nice clear learning target but we will try again tomorrow. This is a HUGE mindset shift. 

We can… 

• bring the student to the water, but we can’t make them drink

All we can do is till the soil and hope that something grows. 

So… we have to be nimble. 

If they aren’t making the connections then we can ask ourselves “What can I do?”

• I can give them a hint. 

• Show a representations 

• Send them to observe another group

• Be patient 

• Give what I can 

• Evaluate ask, “where are we today?” 

Consolidation in Any Form

“Move from Bottom Up” 

Start with something everyone can do and understand. Common, easiest, concrete way of thinking about this task and then move up. That way we are moving through every child’s zone of proximal development & were able to lift everyone a little bit.

At the end of a consolidation everyone should be a little further along than they were at the beginning. But they shouldn’t ALL be up at the ceiling– that’s too big of a lift. We have to be responsive to what we have in the room that day. You may have had the best laid plans (Your threshold), but we have to be willing to raise or lower the threshold based on what your students are doing and understanding.

This is harder to do than you think.

Peter Liljedahl’s Take on Pacing Guides & Learning Goals

{John SanGiovanni and I dug into this topic on our interview– Listen here}

Peter Liljedahl acknowledges the reality of pacing guides and standards, but urges teachers to Ask yourself, “Achieve some learning or achieve no learning” 

In pursuit of the intended learning goal, sometimes only just a few kids will learn and others will learn nothing.Alternatively, we could have had all kids move a little closer toward the goal, and maybe not all achieve the goal… but everyone could learn a bit instead of only a couple kids mastering the learning target. 

Nudge students along in their learning journey.

It doesn’t mean that every child is going to master every standard on that day. 

The better you know your standards or content and understand it more and do this more you can better help them along on their journey. 

Peter Liljedahl discussed how a teacher asked him during a lesson observation, “What are you paying attention to?” 

He reflects on this by saying: “We have been trained to pay attention to the errors and the math because we’re pursuing the right answer. Instead, we have to focus on the learner, body language. 

Attend to Students’ Body Language

Body language can tell the teacher everything they need to know.

As you’re monitoring solving… Read the room’s body language.

Body language can tell you where students are in their learning. Their emotions are telling me about their progress. 

However, Peter Liljedahl acknowledges how difficult this can be by saying…

“When we teach math the students get in the way.”
“When we teach students the math get in the way.” 

We have to be aware of the balance between teaching the student & math

Productive Struggle

Check out this episode all about productive struggle & the research that supports it!

Reflecting on what you’re paying attention to when there’s productive struggle. 

Teachers Ask:
“What do you do when they’re getting it all wrong during productive struggle?”
– Pay attention to the student & if they’re showing you with their body language that they’re still productive let them keep going 

Productive Struggle in a Thinking Classroom: 

• Challenge doesn’t equal productive struggle 
• Meet challenge on the heels of success they are more willing to productively struggle 
• Quick wins = success and then they are willing to be challenged 

Confidence & self efficacy is build through those quick wins and allow students to struggle

What Do We Do Tomorrow?

1. Do self reflection. Where are you right now? You might not be ready for consolidation. Establish routines for yourself & your students first. 
2. Do I have a convergent or divergent task?
   1. Divergent- capture different ways of thinking for a gallery walk. In 5 minutes, look at three boards. Keep it simple! 
   2. Convergent- have a sequence of tasks that get harder. Floor- middle- ceiling & ask students to put the tasks in order. Let them stand & you scribe. 

**don’t over think it 

Lightbulb moments happen during consolidation. “Never Skip the Debrief”… but realize you won’t always hit a home run! 

Be sure to stop along YOUR journey to reflect and acknowledge the successes you are experience in your classroom and celebrate that! Reflect on the opportunities you’re giving your students to think in math is such a gift.

Other Related Episodes:

Interview with Peg Smith, Author of 5 Practices Listen Here

3 Common Mistakes when Trying Something New in Math Class Listen Here

Mentioned in this Episode

 Building Thinking Classrooms
 Modify your Building Thinking Classroom

Have Questions? My DMs on IG are always open@hellomonamath

The post 96: Peter Liljedahl – Building Thick Understanding in Consolidation appeared first on Mona Math.

On Today’s Episode about Strategies for Consolidation:

• Consolidation
• Being a curator
• Learning with your students

Meet Peter Lilijedahl, Author of Building Thinking Classrooms

Peter Liljedahl is an educator and researcher known for his significant contributions to the field of mathematics education, particularly in the development of “Building Thinking Classrooms.” With a passion for fostering deep mathematical thinking and problem-solving skills, Peter Liljedahl has dedicated his career to reshaping classroom environments. His work emphasizes collaborative learning, problem-solving, and student engagement, leading to more effective and meaningful mathematics education experiences. Through his innovative teaching methods and research, Peter Liljedahl continues to inspire educators worldwide to create dynamic and thought-provoking learning spaces.

What is Consolidation?

• Depends on the task 
• Rich task→ exploring and inquiry based thing…vs. Thin slicing sequence → looking for patterns 
• Rich tasks→ divergent tasks
  • Many different ways to solve 
  • Gallery Walk→ Select things students have done at the board, sequence the ideas (easy to hard, common to uncommon, concrete to abstract)
    • Teacher creates a narrative

Why is Consolidation Important?

• They are in thinking creation space 
• Informal ideas 
• These ideas will float away if they are not formalized 
• Why Consolidation: “Our effort to help students turn chaos into order, organize, structure, formalize their thoughts.” 
• Pull on their sense making – tentative knowledge.
  • We’re not lecturing and giving them OUR understanding and ideas. 
  • We’re helping them finish the sense making process

2 Rules:

1. We don’t do all of the steps for 1,2,3. We go with the first step. They are seeing how the steps are the same for all
2. Never finish any of the tasks. It leaves their brains a bit itchy- they want to solve it. Focus on the process but we always get to the answer.

Today’s Key Take Aways

• Use the students work to tell the story – you are the tour guide
• Don’t have students from the group present their own work – have someone from outside of the group explain what they did
• Use students’ conjectures to build the story
• Sheep dogging→ pressuring students into doing it the way the teacher understands
• When students diverge→ become a learner from the students
• We’re all in this thinking thing together. 
• Mine your brain.
• Knowing the math gives you the confidence to improvise as needed. Use the skills to interpret what the students are doing.
• We don’t always have the knowledge necessary
• Students bring things into the classroom from their multi-cultural world that we’ve not encountered
• Routine→ This allows students to practice this everyday. Students who aren’t ready, can observe today and can then jump in the next day.

Links Mentioned in this Episode:

Peter’s website: https://www.peterliljedahl.com/
Facebook Group – Building Thinking Classrooms
 Building a Thinking Classroom in Math (Article on Edutopia by Peter)

 Building Thinking Classrooms
 Modify your Building Thinking Classroom

I want to know what support & ideas YOU want and need!

Can you take 1 minute to answer this 2 question survey?
Click HERE for Survey!

Go to my instagram @hellomonamath & share with me how you’re listening!

Support the show

Have Questions? My DMs on IG are always open @hellomonamath

The post 93: Peter Liljedahl: Two Strategies for Consolidation appeared first on Mona Math.

Purposeful techniques are the key to getting every student describing their math thinking and learning from each other. 

Dr. Sztajn is the author of Activating Math Talk 11 Purposeful Techniques and the Dean of the College of Education at North Carolina State University.   She has published over 90 papers, an edited book with Teachers College Press in addition to the book she  authored for practitioners with Corwin Press. 

You are going to love our chat about purposeful techniques for math discussions!

In this Episode About Purposeful Techniques:

• rehearsing in the math classroom
• having productive conversations every day
• empowering our students to participate

About our Guest Paola Sztajn:

• Biography
• Activating Math Talk: 11 Purposeful Techniques for your Elementary Students click HERE to purchase

Mentioned in this Episode:

 Corwin Mathematics (Use code CORWIN25 to get 25% off and free shipping!)

Episode 80 – Ambitious Teaching with Margaret “Peg” S. Smith 

 

I’m making updates to Math Chat podcast for 2024! For almost episodes I’ve been sharing strategies and tips to get students engaged in learning math through student centered instruction.

Looking for More on Math Discussions?

• Boost Math Engagement with Math Discussions
• Questions of Math Discussions
• How Math Discussion Can Amplify Your Classroom
• Purposeful Planning for Math Discussions
• Simplify Math Discussions with a Routine

I want to know what support & ideas YOU want and need!

Can you take 1 minute to answer this 2 question survey?
Click HERE for Survey!


Go to my instagram @hellomonamath & share with me how you’re listening!

Support the show

OMG Do you love our weekly chats, but wish there was more?

Become an Insider of Math Chat. Get exclusive episodes, freebies, and interviews. Insider only Q&As and Happy Hours with Mona each month!

Have Questions? My DMs on IG are always open @hellomonamath

The post 92: Use Purposeful Techniques for Math Discussions, an Interview with Paola Sztajn appeared first on Mona Math.