inv3math.bsky.social - Profile | ThreadSky | a Reddit-style client for Bluesky

What are these Student and Teacher Reflection tools and why should I use them? When should I begin using them? Which should I use first? How often should I use them? Listen for answers, and join their PLN to talk with others who are interested in and using the tools!

submitted 8 hours ago • 0 comments

"We tend to see mathematics in its finished state—polished, complete. But that view obscures its unfinished, unresolved nature, the part students actually experience while learning. When we, as experts, are primarily concerned with discerning whether a student’s current understanding represents a /1

submitted 12 hours ago • 1 comment

How many do you see? How do you know?

submitted 2 days ago • 0 comments

"The Student Reflection Tool is designed to support Ts in making student reflection a regular part of their practice." It contains sample ?s about students': prior experiences w/ math; reflections on themselves as math learners; beliefs & expectations for math class; & participation in math class

submitted 2 days ago • 0 comments

"Too often, educators focus on what Ss lack rather than recognizing their strengths & potential. This mindset can reinforce systemic inequities, lower expectations & limit opportunities for Ss—especially those from historically marginalized communities." How can we shift to strength-based thinking?

submitted 4 days ago • 2 comments

"In literacy & language teaching...early years’ educators... always seem to be seeking ways to encourage children’s creativity and freedom to write their own ideas." Early mathematics needs a similar focus, concentrated on "the wealth of mathematical knowledge children bring to nursery and school."

submitted 4 days ago • 0 comments

Instead of multiplying 490 x 20, "the street sellers might multiply 500 x 20 & then remove 10 of the 20s, or 200. Schoolchildren, by contrast, are prone to making lengthy pencil & paper calculations using an algorithm for multiplication. They often don’t see a more efficient way to solve a problem."

submitted 4 days ago • 0 comments

Use two or more of your cards to make the number on your opponent’s card. You can add or subtract. #MakeAndTake

submitted 4 days ago • 0 comments

Reflection promotes "both academic success & emotional resilience, enabling Ss to connect deeply with their learning. It provides a platform to recognize strengths, acknowledge areas of growth & celebrate their achievements [and to] move from intimidation to a place of confidence & comfort in math."

submitted 4 days ago • 0 comments

Children don't hate math! What they hate is being confused, intimidated, and embarrassed by math! Just because many adults had this experience in school doesn't mean we can't change the narrative for our students now and in the future! #Math #MathTeacher #ITeachMath #MathIsImportant

submitted 7 days ago • 1 comment

"It’s about uncovering the fun that’s already in math, rather than trying to use games as an apology for teaching math."

submitted 7 days ago • 0 comments

"When we focus on what math we see, and what math we want to see, we may allow some additional student agency to creep in, and that’s fine with me." - @jennalaib.bsky.social #division #storyproblems #nivelsnorts #flyingtomatoes jennalaib.com/2024/11/07/h...

submitted 8 days ago • 0 comments

How many shells? How do you know?

submitted 8 days ago • 0 comments

This! Young students should be exploring number concepts with varied materials and lots of math talk to develop a deep understanding of numbers!

submitted 8 days ago • 0 comments

Award winning math books for kids 2-18

submitted 8 days ago • 0 comments

"On an assessment about comparing decimals, 5th graders were asked to circle the smallest of three numerals & explain why they made their selection." 10 of 20 students chose 0.125; the other 10 chose 0.45. What do you do next? If you're @mburnsmath.bsky.social, you teach this lesson!

submitted 9 days ago • 0 comments

"Research shows that a flexible understanding of numbers is strongly correlated to later math achievement and the ability to solve problems presented in different ways."

submitted 9 days ago • 1 comment

How many? How do you know?

submitted 9 days ago • 0 comments

Session 4 of our Speaker Series features Elham Kazemi! Come hear how collaborative classroom communities can foster equitable participation and build children’s agency & identities as mathematicians while orienting children to each other. 3/6/25 7-8pm EST. Register: www.terc.edu/mathequityfo...

submitted 9 days ago • 0 comments

Come hear Susan Jo Russell & Deborah Schifter's talk - Hesitating, Revising, Backtracking: Essentials in Developing Mathematical Agency - at the FREE Build Math Minds Virtual Summit re issues in K-5 math. Register for access to 22 sessions live 2/22-23 or via recording to 3/3. VirtualMathSummit.com

submitted 10 days ago • 0 comments

If 10% = 12...

submitted 16 days ago • 0 comments

Students use multiplication and division facts from 1 x 1 to 10 x 10 to get four of their chips in a row, on the game board, before their opponent. wordpress.oise.utoronto.ca/robertson/po...

submitted 16 days ago • 0 comments

New #SlowRevealGraph How Fast Do Insects Fly? Which insects could we outrun? #MTBoS #ITeachMath #elemmathchat

submitted 17 days ago • 1 comment

In #MathsToday, we’ve defined a “pattern block coaster” to be: - a hexagon in the middle - a total area of 4 hexagons - with rotational symmetry. Have we missed any? I would buy these if they existed.

submitted 27 days ago • 3 comments

Making Numberblocks A blog post about some enthusiastic representation of numbers #Math #ITeachMath #EduSky #UKMathsChat #iTeachMaths #EarlyYears #PreK #Numberblocks followinglearning.blogspot.com/2025/01/we-h...

submitted 31 days ago • 1 comment

It's almost time...

submitted 38 days ago • 0 comments

A cube grows... A (4-yo) says: 'It's an octoblock of octoblocks' ('octoblock' is Numberblocks word for 8)

submitted 53 days ago • 0 comments

Session 3 of our Speaker Series features Julia Aguirre! Come learn about equity-based practices & math tasks that can help elementary students connect math to their lived experiences & take action to make positive change in their communities. 1/28/25 7-8pm EST. Register: www.terc.edu/mathequityfo...

submitted 57 days ago • 0 comments

How many holes? How do you know?

submitted 57 days ago • 0 comments

"Given the current focus on the benefits of small group work in math classrooms, it is critical to consider the impact of different grouping practices. When teachers take time to listen & respond to the feedback that students offer about their experiences working in small groups, they demonstrate /1

submitted 57 days ago • 1 comment

A new #WillThisBeOnTheTest about thinking conceptually about distances in the coordinate plane vs trying to recall memorized formulas, from our colleagues at the Adult Numeracy Center. www.terc.edu/adultnumerac...

submitted 57 days ago • 0 comments

👇

submitted 57 days ago • 0 comments

The recording of Session 2 is live! Listen as Susan Jo Russell and Deborah Schifter talk about interweaving deep and rigorous mathematics and equitable participation, and view video examples of it in the elementary math classroom! www.terc.edu/mathequityfo...

submitted 67 days ago • 0 comments

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

submitted 73 days ago • 0 comments

A unique solution to 1/2 + 2/3. How would you engage a class of 5th graders with Amber’s solution? How would they make sense of it? Read @mburnsmath.bsky.social thoughts, with reflection on the decisions she made and why she made them. #ITeachMath

submitted 73 days ago • 0 comments