Tag Archives: Max Ray-Riek

Giving Feedback to Students

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How can we break the cycle of frustrated students who “drop out of math” because the procedures just don’t make sense to them? Or who memorize the procedures for the test but don’t really understand the mathematics? Max Ray-Riek and his colleagues at the Math Forum at Drexel University say “problem solved,” by offering their collective wisdom about how students become proficient problem solvers, through the lens of the CCSS for Mathematical Practices. They unpack the process of problem solving in fresh new ways and turn the Practices into activities that teachers can use to foster habits of mind required by the Common Core.

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Three Free Resources For Your Classroom

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Looking for some new ideas for teaching math in your classroom this fall? No matter what grade you teach, we’ve got you covered.

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Max Ray-Riek On Grading and Giving Feedback [Video]

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At this year’s National Council of Supervisors of Mathematics (NCSM) conference, Heinemann authors Sue O’Connell, Steve Leinwand, Cathy Fosnot, Max Ray-Riek, and June Mark held a special event with mathematics specialists and leaders to discuss the goal of math education today, the importance of the Standards for Mathematical Practice, and the kinds of effective instructional shifts teachers can make in their classrooms.

In the final clip from this event, Max Ray-Riek reflects on how he learned to observe students, give feedback, and communicate with parents in an authentic, meaningful (and helpful) way. Watch the full clip:

To read more from master educators and leaders in the field about best practices in mathematics instruction, check out our recent blog series unpacking each of the eight Standards for Mathematical Practice.

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Max Ray-Riek (@maxmathforum) is a Professional Collaboration Facilitator at The Math Forum. He is the author of Powerful Problem Solving.

What Is Mathematical Fluency And How Does It Support Learning? [Video]

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At this year’s National Council of Supervisors of Mathematics (NCSM) conference, Heinemann authors Sue O’Connell, Steve Leinwand, Cathy Fosnot, Max Ray-Riek, and June Mark held a special event with mathematics specialists and leaders to discuss the goal of math education today, the importance of the Standards for Mathematical Practice, and the kinds of effective instructional shifts teachers can make in their classrooms.

In the fourth clip from this event, Steve Leinwand, Cathy Fosnot, Sue O’Connell, and June Mark talk about how we define fluency and the role it plays in learning mathematics. In it, they discuss important ideas such as:

  • fluency is about understanding, strategies, and efficiency—not speed
  • conceptual understanding and strategies are the foundations on which fluency is built
  • helping students develop fluency must be a purposeful endeavor.


Watch the full clip:

Next Monday, Max reflects on grading and giving effective feedback as a teacher.

To read more from master educators and leaders in the field about best practices in mathematics instruction, check out our recent blog series unpacking each of the eight Standards for Mathematical Practice.

♦ ♦ ♦ ♦

Steve Leinwand (@steve_leinwand) is a Principal Research Analyst at American Institutes for Research in Washington, D.C. He is the author of the bestselling Accessible Mathematics and Sensible Mathematics.

Cathy Fosnot (@ctfosnot) is Professor Emerita of Education at the City College of New York and the founder of Mathematics in the City, a national center for professional development. She currently directs New Perspectives on Learning and is the author of the Young Mathematicians at Work series and the Contexts for Learning Mathematics program.

Sue O’Connell (@SueOConnellMath) is a nationally known speaker and education consultant who directs Quality Teacher Development. She is the coauthor of the bestselling Putting the Practices Into Action and the Mastering the Basic Math Facts series.

June Mark is a Project Director in the Teaching and Learning Division at Education Development Center (@EDCtweets). She is coauthor of Making Sense of Algebra and the Transition to Algebra program.