You may have heard the words "what's wrong with the old way of teaching math? I learned math that way just fine!" from parents, students, family members, even colleagues. As the approach to math shifts toward students' understanding math, and away from rote memorization, many adults think back to their own experiences as students in the math classroom and often long for "the good old days. "
Math in Practice is a comprehensive, grade-by-grade professional learning resource designed to fit with any math curriculum you are using. It identifies the big ideas of both math content and math teaching, unpacking key instructional strategies and detailing why those strategies are so powerful.
Rather than providing another sequence of lessons and units to take students from the beginning to the end of the year, Math in Practice focuses on developing deep content knowledge, understanding why certain strategies and approaches are most effective, and rethinking our beliefs about what math teaching should be.
This week author Sue O'Connell sat down with Heinemann's Josh Evans on Facebook live to walk through the books and also the week prior, Josh Evans took a deeper dive within each book. Watch both below to learn more!
Did you miss our Math in Practice webinar? Click here to watch the recorded version now. In it, lead author Sue O'Connell talks about math education today and previews the key features of this new grade-by-grade professional learning resource.
By Sue O’Connell and John SanGiovanni, adapted from A Guide for Administrators, part of the new Math in Practice resource
What do we hope to see and hear when we step into a math classroom? As our focus has shifted from memorizing to understanding and from calculating to applying, we have recognized instructional strategies that are better suited to these goals.
As we observe math classrooms, we look for evidence that teaching is more than delivering a textbook lesson. We look at the interactions between teacher and students, the on-the-spot decisions made by the teacher to keep learning progressing, and the ways in which the teacher brings math ideas to light through talk, visuals, and making connections to past learning. More specifically, here are some key features we would hope to see in an effective math classroom.
When asked who he appreciates as a teacher, John SanGiovanni thinks of his wife, a seventh grade math teacher who works long days and grades papers in the night. She is constantly thinking of new ways to serve and to help her students, so in this video for Teacher Appreciation Week, John praises her and every other teacher's work.
By John SanGiovanni (@JohnSanGiovanni), coauthor of the Mastering the Basic Math Facts series
Stop me if you’ve heard this one before. Three students walk into a math classroom. They confront 709 – 340. Krista uses a number line to count back with three jumps of 100, a jump of 50, and another jump of 19. She then adds her jumps. Damian solves with paper and pencil. Oscar counts up mentally from 340 to 640 (300) and then 640 to 709 (69 more) to compose a difference of 369. So which student selected and used tools strategically?
By Nancy Butler Wolf (@drnanbut), author of Modeling with Mathematics
Mathematical modeling is not just a type of word problem—it is a mathematical practice. Modeling can be infused throughout the math curriculum, and can be used in conjunction with many content areas or standards. Modeling represents a shift from learning math to doing math. The inclusion of modeling in the math classroom can increase student engagement, increase students’ depth of understanding, and provide opportunities for investigation, contribution, and success for all learners.