Category: reasoning
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Do you teach rules and formulas that students can follow, but are frustrated by students forgetting the rule or formula?
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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…
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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?…
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Differentiation isn’t three worksheets. It’s one worthwhile mathematical experience with deliberate supports, constraints and extensions.
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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…
