The first half of the school year has drawn to a close. Which students have learned the mathematics standards your team has taught and assessed? Which students have not *yet *learned those standards? Read more

# Sarah Schuhl

Sarah Schuhl, a consultant specializing in mathematics, has been a secondary mathematics teacher, high school instructional coach, and K–12 mathematics specialist for nearly 20 years.

# Teaching Critical Reasoning Skills in Mathematics K–5

Categories: MathematicsWho are the students proficient in mathematics? What do they know? What are they able to do that sets their work apart from the others? Read more

# Agreeing to Effectively Work Together

Categories: Authors, MathematicsHave you ever had a mathematics collaborative team meeting go awry? Was it something someone said? Was it something someone did? Did it stem from a conflict or difference of opinion? Did it stem from a lack of consensus? Was it, perhaps, just a difficult teammate? How does a team navigate these challenges? Read more

# PLAN for 2016–2017

Categories: MathematicsWow! Another year of teaching and learning has drawn to a close…it never ceases to amaze me how quickly a school year can fly by. With summer comes a time to reboot, recharge, and *PLAN* for 2016–2017. What does it mean to PLAN for the next school year? To move beyond hope for student learning and move toward intentional purpose to have *all* students learn mathematics? Consider the following:

# HOW Do Teachers Engage ALL K-5 Students in Learning Mathematics?

Categories: MathematicsKit and I have had the opportunity to work with many elementary school teachers as they focus their energies on having *all* students learn mathematics. We noticed as state mathematics standards began to change, teachers first addressed the differences in content students needed to learn at each grade level and then quickly started asking some deeper, instructional questions like:

We get the changes in mathematics standards, but ** HOW**?

*HOW*do we teach content so students make sense of mathematics?*HOW*do we get students to talk about mathematics?*HOW*do we design lessons so students are doing the thinking and talking 60% – 65% of every lesson? (Kanold, 2015)*HOW*do we make sure students develop the habits of mind needed to be successful mathematicians?