Sep 21, 2021 | Fall 2021, Mathematics Teaching and Learning

While there has been a tremendous amount of schooling loss, students maintain unique funds of knowledge valuable to math classrooms. This article looks at three practices that work in combination to foster safe, student-centered learning environments as students return to school having unique and varied lived experiences.

Jan 4, 2022 | Mathematics Teaching and Learning, Winter 2021

What does it mean to “wish mathematical knowledge” into your students? If reading the title of this article makes you pause, you might be doing it. Take the quiz to find out!

Nov 16, 2021 | Fall 2021, Instructional Leadership, Mathematics Teaching and Learning

Changing the system changes the outcomes is the premise by which one school approached reorganizing their resources to maximize mathematics interventions. This meant getting everyone on board to increase and improve mathematical understanding for all learners. This article is the second of a two-part series the explores one school’s efforts to change their system of mathematics intervention to better meet the needs of every student (and every teacher) across all tiers of instruction.

Nov 2, 2021 | Fall 2021, Mathematics Teaching and Learning, Uncategorized

If you want the results to be different, then you must do things in a different way. For one school, this meant taking a hard look at the types of opportunities provided to students to think and reason about mathematics across tiers of instruction. They knew that wanting to increase and improve mathematical understanding for all learners, meant systemic changes related to the instructional materials, teaching practices, and school scheduling. It also meant that everyone had to be on board! This article is the first of a two-part series that explores one school’s efforts to change their system of mathematics intervention to better meet the needs of every student (and every teacher) across all tiers of instruction.

May 11, 2021 | English Language Arts Teaching and Learning, Instructional Leadership, Mathematics Teaching and Learning, Spring 2021

Creativity in mathematics abounds at the intersection of belief and practice! When the belief that all learners are doers of mathematics and enter the classroom with valuable lived math experiences intersects with the use of a lesson routine that offers space for students to do the thinking, learners become the creators and authors of the material from which they learn.