Just came from another brilliant and inspiring session with Nat Banting what are the mathematical rules we set, why do we set them and what do we do when they are bent or broken? #oamelearns #iteachmath

What math do you see happening here? Can you make equations to represent your thinking? Can you generalize your thinking? #iteachmath #msmathchat #elemmathchat #mathisfigureoutable

Jo Boaler In order to understand a concept like volume, kids need to fold/build/discuss solids like cubes and actually do the packing of smaller in larger that explains the formula. The ah ha! moment in all kids.

Exactly what I would do.

I am excited to announce this year's OAME Leadership virtual event. Dr Rachel Lambert (Rachel Lambert (look for me on sky now)) will be sharing her session "Designing Equitable Mathematics from the Margins: UDL Math" with educators across Ontario. Register at: oame.on.ca/mcis/index.php… Pls retweet

"True understanding comes not from solving one problem, but in solving families of problems in multiple ways, and following the natural questions as far as we can." mathforlove.com/2014/09/three-…

Nothing matters more to understanding maths than making connections.

“Conceptualisation does not follow automatically from performing procedures several times, even if they are all done correctly.” From the latest Teachers of Maths journal

How are these two representations the same? How are they different? When would you choose to use each representation to communicate an idea and why? #iteachmath #elemmathchat #msmathchat #mtbos #mathed

What q’s would you ask your students about this representation? How would you help them think Additively? Proportionally? Part to part? Part to whole? What might this represent? #iteachmath #elemmathchat #msmathchat #mtbos #mathed

I used the “levelling strategy” to find the mean. I know it’s kind of 4, but what does that extra cube at the top represent? What misconceptions might your students encounter with this model & how would you support thinking? #iteachmath #elemmathchat #msmathchat #mtbos #mathed

I am noticing that this quote has everything to do with developing student mathematical reasoning and very little to do with focusing on answer getting. We are working hard to help teachers make this shift... #MathIsFigureOutAble #MTBoS #ITeachMath #MathEd

How many? #unitchat One of three posts in a series.

How many? #unitchat How has your thinking changed from the first image? Post two of three in a series.

How many? #unitchat how has your thinking changed from the second image? From the first? How might we use images like these to talk about inequalities?

I asked a student today which of these fractions was not equal to 1/2. He said, "It has to be one of those with a 3 on top--they can't both be 1/2" I'd never heard that before.

Using the levelling strategy, Neal says the mean of this data is 5.2. Nat says that the mean of this data set is 5.4. Who has a misconception? What would you ask? #msmathchat #elemmathchat #iteachmath #mathisfigureoutable #mtbos

Ss played a game using these relational rods. They now need to score the total value of the rods. For reference, dark green on top=6. How would you calculate the sum? How do you think Ss would? #iteachmath #elemmathchat #msmathchat #mtbos #mathed #mathisfigureoutable

New blog post. “Living In the Mathematical Moment.” journeysinmaths.wordpress.com/2025/04/07/l... #iteachmath #mtbos #elemmathchat #msmathchat #mathchat