“Trivialized word problems that only camouflage school mathematics”…they’re everywhere.

Truly problematic contexts engage children in a way that keeps them grounded. They attempt to model the situation mathematically, as a way to make sense of it. They notice patterns, raise conjectures, and then defend them to one another. Some of our 2nd graders..doin’ it!

Good questioning is more about the development of the young mathematician than it is about the arrival at an answer to the problem, or correcting the mathematics on the page. #iteachmath #elemmathchat

Contexts for Learning Mathematics (CFLM) is NOT just a supplemental resource. CFLM is a full-core curriculum. CFLM is a full-core curriculum. CFLM is a full-core curriculum. Experience the joy and beauty of mathematics with us at newperspectivesonlearning.com

Mathematical argumentation gets intense in our PD Center. Join us... newperspectivesonlearning.com/pages/workshop…

Registration is now open for this new workshop at our San Francisco school-based PD Center! Supporting Progressive Development of Data Representation and Data Analysis, Grades 4-5 #iteachmath #elemmathchat #mtbos cdn.shopify.com/s/files/1/0586…

Teachers who support the development of proof encourage learners to generalize and write about important ideas instead of just writing about what they did. #iteachmath

A good conferral is more about the development of the young mathematician than it is about the arrival at an answer to the problem, or correcting the mathematics on the page.

Supporting the development of proof must include inviting learners to write up their arguments and providing gallery walks where students review the texts and make helpful editorial comments to the authors.

By abandoning the rote teaching of algorithms, we are asking children to learn more. We are teaching them to mathematize, to think like mathematicians, to look at the numbers before they calculate.

In questions of science, the authority of a thousand is not worth the humble reasoning of a single individual. - Galileo Galilei

Of course answers matter in mathematics. To say they don’t would raise shackles on a mathematician. But, during mathematical inquiries, getting the right answer is not the issue at hand. Contexts and problems should be used to generate mathematics, not just test it.

Calculating with number sense as a mathematician means having many strategies available and looking to the numbers first before choosing a strategy. One good reason we use #numberstrings like this one almost every day. #iteachmath

New Perspectives on Learning I had so much fun yesterday teaching the Value Bars and Line Plots lesson day 3. The kids were awesome. End of year 2nd graders.

Guess what?! We’ve released more new Open-Ended and Two-Pen Assessments to pick up kids’ strategies! Grades 3-5 Geometry Assessments are now available with "If you see.., then you can...” guidance for teachers on how to respond. newperspectivesonassessment.com

Can't wait to try out the new geometry assessments. The teachers I work with love the numeracy assessments because they gather useful information on their kids and it helps them determine what to do next.

Cathy Fosnot book signing today at 4:00!! Booth 100. First 20 people leave with a signed unit!! #NCTMDC23

A wonderful session this morning at #NCSM23!

Free session on dynamic assessment next week with Cathy and Ryan! Determining What Children Know: Dynamic versus Static Assessment 2023 Make Math Moments Virtual Summit by Make Math Moments summit.makemathmoments.com/talks/tbd-cath…

Everyone is telling you do Number Talks. I'm telling you Problem Strings are more powerful. New Perspectives on Learning and I are teaming up in-person this summer. Oh yeah! Limited seating ... Join us: bit.ly/pssummer2024 #MathIsFigureOutAble #MathChat #MTBoS