I loved my students' reactions after they learned something with little or no help from me. Exhales. Smiles. High-fives. Exclamations ("Man, I got it, Coach G!"). And yes, dancing. (I even joined in when it was "Time for the Percolator.")
Recently in Math Category
July 31, 2015
April 30, 2015
Solving problems starts with sense-making, not answer-getting.
March 30, 2015
A key instructional shift called for by the Common Core State Standards for Mathematics is the dual emphasis on conceptual understanding and procedural fluency.
February 28, 2015
"Great idea, but it'll never work for my students." I hear this a lot when I encourage teachers to engage students in productive struggle rather than try to prevent struggle. I thought it wouldn't work for my students either, but they proved me wrong.
January 31, 2015
Students often learn best through rapid release of responsibility, where teachers start with You Do rather than I Do.
July 28, 2014
Giving answers to students in math class shifts the focus away from getting answers.
May 26, 2014
I previously dismissed long division as a meaningless math procedure. Am I backpedaling now in response to readers' comments?
April 24, 2014
Instruction that focuses on procedures helps students do math, not know math.
March 31, 2014
Why math practice standard #1 (make sense of problems and persevere in solving them) is so important, and how to help students achieve it.
February 17, 2014
Students should learn from their mistakes, not erase their mistakes.