Math in Practice can be used with nearly any math program or approach. To help you match your instruction with the books, we've created crosswalks to several commonly used math approaches and programs. These crosswalks are available for each grade level, and cover:
What is Cognitively Guided Instruction? Why do we do it?
Early on a Saturday morning a few weeks ago, I had a conversation with more than 200 teachers and administrators (and a few school board members) about Cognitively Guided Instruction (CGI). The conversation started when I posed the questions, “What is CGI and why do we do it?”
The response was inspiring, thought-provoking, and humbling.
Inspiring because the ideas shared highlighted the wisdom and commitment to young people.
Thought-provoking because the response pushed me to reconsider my own ideas of CGI.
Humbling because it reminded me about the power of collective work and how even in the most challenging times for education, together we can push back and work to change the status quo.
Before sharing what the group came up with, I want to explain why I began this conversation. Over the last year I have found myself needing to define or position CGI in particular ways. As I considered how I might do this, I recognized that CGI is not mine to define. CGI is not mine. It’s not even Tom Carpenter and Eliz Fennema’s. And it never has been.
“What is Math in Practice?” We get that a lot. It might be more important to first talk about whyMath in Practice.
Sometimes we look back to the “good old days” of teaching math with rose-colored glasses. But did everyone learn and love mathematics in those classrooms? What do you remember about math class when you were the student? What was a typical assignment? What did your classroom look like and sound like? As I listen to teachers across the country, I am struck by the similarity of their experiences as they recall:
lots of memorizing
a teacher telling how to do it
one right answer
one way to get the answer
no group work
We know that one of the biggest changes in the teaching of math is a new definition of proficiency. Computation skills are still important, but it takes more than that. We want our students to understand why math works.
Why should we care about whether teachers rely on lecture? People have lectured throughout history, and many teachers claim this is the most efficient way to cover content. And, in fact, in and of itself the lecture is not a bad method for sharing information, ideas, or perspectives. Many people share their thoughts with others through lectures.
Because learners can participate in well-framed and well-structured lectures for which they have a clear sense of purpose, it is not the lecture that we challenge but rather a conception of learning that makes the teacher the knowledge disseminator and the students receptacles waiting to be filled. Specifically, we challenge the steady diet of teachers and textbooks (or other media) telling, with students regurgitating what they have been told.
Each week on The Heinemann Podcast we bring you concise, relevant and thought-provoking interviews with Heinemann authors and educators in the field. We know teachers are very busy people and it can be hard to keep up with all of your favorite authors, so, as we wrap up another school year we thought you might enjoy a recap of some recent Heinemann Podcast highlights. Enjoy!
In anticipation of the September release of my new book, Embarrassment: And the Emotional Underlife of Learning, I decided to reflect on what the book can offer teachers, students, and (I hope) other readers intrigued with the topic. We met in Tom’s office, a cluttered upstairs room of his house. From his window, you can see across Mill Pond Road to the former house of his mentor and friend Don Murray, who figures prominently in the book.
In so much of what I read about education, the emotional life of the learner, particularly the teacher-learner, is ignored. We often get these rosy, uniformly successful depictions—all students are motivated, everything comes in on time, the teacher just loves every minute of her job. While I loved teaching, that was never my emotional reality. I regularly felt discouraged. I relived failures, often in the middle of the night. My successes seemed so much more intermittent than those in the accounts I read. I compared myself unfavorably with colleagues, and super-teacher authors and presenters—and I didn’t measure up.