Recently in Math Category

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July 28, 2014

Support CCSS Math With Answer-Giving, Not Answer-Getting

Giving answers to students in math class shifts the focus away from getting answers.

May 26, 2014

Welcome Back, Long Division?

I previously dismissed long division as a meaningless math procedure. Am I backpedaling now in response to readers' comments?

April 24, 2014

So Long, Long Division

Instruction that focuses on procedures helps students do math, not know math.

March 31, 2014

Engaging Math Students in Productive Struggle

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

Pen or Pencil for Math?

Students should learn from their mistakes, not erase their mistakes.

January 22, 2014

You Must Always May Show Your Work

Requiring students to always show their work reinforces doing math more so than knowing math.

September 22, 2013

Want High Standards? Don't Follow the Yellow Brick Road

A reminder from Oz about the need to maintain high standards for students.

December 24, 2012

A Small But Significant Decimal Point

A simple suggestion to help students who have difficulties with decimals.

July 15, 2012

Procedural Fluency: More Than Memorizing Math Facts

Procedural fluency or conceptual understanding--math educators have debated for years which is more important. I sided with conceptual understanding until my colleague Angela McIver helped me see the value of procedural fluency in terms of stamina. Like all of us, students have finite energy. The mo...

June 30, 2012

Common Core State Standards: Math Instructional Shifts

The fate of the Common Core State Standards (CCSS) for Mathematics will depend on how we teach more so than what we teach. It's great, for example, that teachers will now have time to explore topics in greater depth. But unless they're prepared to go deeper with those topics, the extra time will be ...

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The opinions expressed in Coach G's Teaching Tips are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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