For me, it’s about where authority resides for what counts as ‘true.’ Students are either justifying why something is true OR they are being asked to just accept that it is true.

When teachers complained to Ted Sizer about a kid, he’d gently reframe by asking “What does this student need from you?”

Our position statement on the intersection of culture and math is out now: nctm.link/ve9pn Join us this Thursday to learn how to integrate culturally responsive practices into #mathematics learning: nctm.link/DHXfV

3/3 And this paradoxical insight from David Labaree: "Dewey's undiminished prominence in the realm of educational ideas is a sign of his failure in changing America's schools," whereas many of the behaviorists are forgotten precisely because their ideas have triumphed."

About 40 years ago I prepared some resources for before-school, after-school, and Saturday morning maths clubs. I found some of them last week, and thought I would share them more widely. Please feel free to use in whatever way you like: bit.ly/45o6DSV

I rarely see anyone in math education take aim at this. To offer changes to math education and NOT addressing this is a cause for concern.

Used this task again today - they solved the initial problem more quickly than last year, so I asked them “what would a mathematician want to investigate next?” and gave them time to explore a direction of their choice.

Where's the math leadership in education that consistently rails against the negative impacts of standardized testing. Without it, I am not sure leadership is a title that can be claimed with any degree of honesty.

Hi Code.org ! I love your Outbreak Simulator activity! Do you have a version that includes a time series graph of susceptible, infected, and recovered? Thank you!

One thing I do once I have my class rosters: make a Google Sheet that includes: 1⃣ their top value from our opening activity; 2⃣ a strength I see over the first quarter; and 3⃣ a checklist to see who I've made a positive contact on. Small thing that shifts what I'm looking for.

I think most teachers have a vision of a classroom with lots of engagement + collaboration—but I also think most of us encounter quiet, reluctant classrooms at the beginning of the year. And that quiet/reluctance can quickly become the norm, right? Here are 3 things that I try:

Math classes often ask for you to check yourself at the door, that in there you are the ‘mathematician’. Becoming a mathematician doesn’t mean you need to shapeshift. Your unique lived experiences are inherently mathematical.

I decided to put a seasonal twist on a classic chess puzzle to make a new Halloween Puzzle for my students to tackle as one of this week's puzzles. Can you solve the 8 Bats Puzzle? mathequalslove.net/8-bats-hallowe… #mtbos #iteachmath #puzzlingclassroom

Years ago, @Mathowitz introduced me to Circle Tic Tac Toe. Yesterday, I decided to put a seasonal twist on it and create Spider Web Tic Tac Toe for Halloween. mathequalslove.net/spider-web-tic… #mtbos #iteachmath #puzzlingclassroom

Instead of marking that math task, consider looking at it, finding examples of interesting student work, sharing those examples with the class, and continuing the learning. No marking. No writing. Just learning.

(High) school math is so out of touch… “There is a difference: How much math is there in the CURRICULUM and college? Or how much math is there in your REAL WORK as an engineer?” cc: Conrad Wolfram @nctm youtu.be/MhanyR5Rfk0

New High School content on the website today! flynneducation.com

Does mathematical modeling improve society? This week’s episode of Computational Conversations with JonMcLoone youtube.com/watch?v=xwn2TZ… #computation #modeling #podcast