I’d been circulating listening to small groups work on a problem-solving task when I looked up at the clock. 15 minutes left! Our whole-class discussion would have to be brief. Should I take the reins and share my own solution for efficiency? I called everyone
As schools return to fully in-person learning, change is afoot. One noticeable shift is the number of new teachers, teachers working in new buildings, new districts, new subjects, or new grades. Even veteran teachers returning to classrooms have that déjà vu sense of things being
As educators, we agree our post-pandemic goal shouldn’t be to go back to the way things were. It’s a time for a creative reimagination. How can we right some of the pre-existing wrongs and help our systems, structures, and mathematics instruction rebound in ways that
If 2020 taught us anything, it was that everything can change, and change quickly! Who would have thought that school buildings could be closed for a prolonged period of time? And teachers would pivot to teaching online within a few days? Who would have thought
Talk, talk, talk. The importance of math talk continues to be emphasized because we know it is important to have students talk about mathematics if we want them to develop meaning for mathematical ideas. But how do we engage students in math talk when instruction has
Six years ago, I was faced with a situation where I needed to transfer my face-to-face geometry class to a virtual classroom. I began with a list of pedagogical practices I wasn’t willing to compromise for the convenience of an online setting. These non-negotiable practices