Based on Making Sense of Mathematics for Teaching Girls in Grades K–5
Sometimes it is strange how a situation turns out. With data on hand, we often think we can accurately anticipate what might happen. However, the twists and turns of life regularly lead us from uncomfortable challenges to pleasant surprises. When I was in fourth grade, I had a terrible experience during a mathematics class. I was called out. I was embarrassed. I was ashamed. I was driven to tears. Read more
Based on Mathematics Instruction and Tasks in a PLC at Work®
When I am in schools working with teachers of mathematics, the most common question I get is, “How do I use rich, higher-level-cognitive-demand tasks with each and every student? I know my students need access to more complex mathematical tasks, but how do I implement them well with all students?” Read more
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Eliminating the deficit discourse by focusing on learning rather than labels is a key step toward a more just and equitable mathematics education. (NCSM & TODOS, 2017)
How does your mathematics team talk about student learning when analyzing student results? Is the data explained away using assumptions about students’ abilities or effort? Read more
Based on Making Sense of Mathematics for Teaching the Small Group.
Imagine this classroom. A teacher sits at a kidney-shaped table with four students. The teacher patiently explains how to solve a long-division problem. Students quietly listen to the teacher’s explanation and do their best to follow along. After the teacher explains the first problem, the teacher directs the students to attempt the next problem on their own. The students struggle, and the teacher steps in to provide scaffolding by walking them through the procedure one more time. This time, the steps are provided a little slower and perhaps a little louder. Does this seem familiar to you? Read more
As I was recently catching up on Twitter, I came across the following question:
“Anyone have data on the ideal size for teacher collaborative teams? Is 2 too small? Is 12 too big? What’s ideal?” Read more
Thomasenia Lott Adams
