On Big Mathematical Ideas, Cathy Fosnot writes: Underlying these strategies are big ideas. Big ideas are “the central, organizing ideas of mathematics—principles that define mathematical order”(Schifter and Fosnot 1993, 35). Big ideas are deeply connected to the structures of mathematics. They are also characteristic of shifts in learners’ reasoning—shifts in perspective, in logic, in […]

## Yearly Archives: 2017

### A Task is Not a Lesson

Does this image represent a lesson or a task? I’ve noticed that opinions are split on this question with some people calling the image above a task and others calling it a lesson. In my opinion, unless an image like this includes a description of how the teachers and students will interact […]

### Why Inquiry Fails

Here are at least six problems that often make inquiry-based lessons fail. Some Problems Students have too much information to process when attempting to solve a problem which can quickly overwhelm their working memory. When given a new problem type, students do not always have all of the prerequisite knowledge necessary to approach […]

### Teaching Two Courses on Instructional Routines

This spring I’m going to be co-teaching two courses with Kaitlin Ruggiero on instructional routines. Learn more here Learn more here The first course will focus on using the instructional routine, Contemplate then Calculate, as a tool for learning how to use the 5 Practices for Orchestrating Productive Mathematical Discussions. The second course will […]