Mrs Rowntree

Teach. Grow. Inspire.

Category: reasoning

  • When Students’ Can Follow the Rule…But Don’t Understand Why!

    Do you teach rules and formulas that students can follow, but are frustrated by students forgetting the rule or formula?

  • Are We Really Teaching Doubles for Transfer?

    Do you ever feel like you are doing all of the right things when teaching doubles, but you’re not seeing transfer? A student can know their doubles facts and still not use doubling as a mathematical strategy. But what does it actually mean to know doubles? Because these are not necessarily the same thing. A…

  • The Mathematics is the Hero of the Plan!

    When planning a mathematics unit, what is the hero of your planning? Is it the problem or activity? The worksheet? The lesson sequence? Or is it the mathematics itself? From surface level to mastery, to what extent do we plan? Or are we simply assembling a sequence of activities that align with the curriculum outcome?…

  • Bounded Problems: Strengthening Rich Tasks with Boundaries

    Differentiation isn’t three worksheets. It’s one worthwhile mathematical experience with deliberate supports, constraints and extensions.

  • Maintaining Wellbeing in Maths

    In a maths professional development one day, I remember the instructor discussing assessments and data with classroom teachers and I raised my hand to ask “What about student wellbeing?” My question was quickly shut down and dismissed. With much maths anxiety existing in our classrooms and the prevalence of maths anxiety being well researched, I…

  • To Reason or Not to Reason

    You’ve all heard it: “I don’t know how I got the answer, I just know”! You know the moment – that moment when a student is adamant they just know, but they can’t explain their thinking. I’ve had this many times, so I began producing anchor charts with children to be really explicit about what…