Tag Archives: The Reflective Educator

Mistake-making to sense-making

Here are my slides and my notes from my five minute Pecha Kucha-style presentation at Educon. The focus of my presentation was on my journey as someone who started his teaching as viewing students as mistake makers to being a teacher who views students as sense-makers. I’m going to talk today about my journey from […]

Academic Language in the Math Classroom

Here, go and read through this task from Illustrative Mathematics. I’ll wait for you. Pay attention to the use of academic language in the task.   Here are the academic vocabulary words I noticed students would need to understand (in an academic sense) in order to be able to do this task without any support: table, […]

Formative Assessment: More than just an exit ticket

As part of homeschooling my son, I recently started teaching a mathematics class to a group of 8 to 10 year olds on Saturday. In this class, I decided to use the TERC investigations curriculum. After reading through the curriculum overview, I decided that the major focus of the first unit of each year is […]

I have just three words of advice

I have just three words of advice. Study your teaching. You can’t control where your students come from, and you can’t control what their parents do, and you can’t control how society views them, and while all of these things are important, you can only pick a part of the problems you see and start working. […]

What did I write about in 2014?

In 2014, I only wrote 50 blog posts (3 are still unpublished) as compared to 2013 when I wrote about 180 posts. I wrote a lot less this past year in the previous year, at least on this blog. Is this a sign that I have less to write about? Or is this a sign that I just […]

Teaching Mathematical Language

The Problem Imagine you have a list of possible questions you want students to be able to understand and be able to translate into mathematical symbols, like the following. The sum of six and a number Eight more than a number A number plus five A number increased by seven Seven more than a number […]

Supporting English language learners with mathematical practices

(Source: Engaging ALL students in Cognitively Demanding Mathematical Work, November 4th, 2014) On Tuesday, November 4th we had Grace Kelemanik do a presentation and a workshop for the teachers in our project intended to offer ways to use the standards for mathematical practice to support English-language learners (ELL) and students with special needs.   Introducing the ideas […]

Self-directed Workshops

I’m facilitating a pair of workshops this weekend in San Francisco, both of which are fairly self-directed workshops. In fact, it occurred to me that a motivated person or small group could probably get a lot of out of what I have constructed without my direct support. So I’m embedding them below. Feel free to […]

What do mathematics teachers need to know?

I’ve been thinking a lot recently about what knowledge is needed by mathematics teachers in order to be excellent teachers. It is clear to me that teachers of mathematics must know the mathematics they are to teach, but what else do they need to know? (Source: Content Knowledge for Teaching: What Makes it Special?) I’m […]

20 things every teacher should do

The objective of this list is to identify a core set of teacher practices that every teacher should do. There are some things missing from my list. For example, I have not highlighted the need for every teacher to be aware of issues around the social status of their students, their students emotional needs, or […]