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. "
Summer school teachers often struggle to find just the right tools to address students’ distinct and sometimes challenging needs. They also often have limited time to prepare lessons and deliver instruction.
The authors of Math in Practice are all master teachers and math coaches, most of whom are still in classrooms every day. They designed every component of Math in Practice to be flexible and helpful, keeping the varying needs of teachers and students in mind—and making it a perfect resource to support a summer school program.
Listen to Marcy Myers and Laura Hunovice, two of the coauthors, talk about how Math in Practice gives any teacher a place to start—along with lots of coaching, lesson ideas, and downloadable resources to support instruction:
Welcome to the Heinemann PD Professional Learning Community Series! This month, we highlight and discuss the language of mathematics.
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You might already use the the practices of “turn and talk” during reading, but what about during other content area lessons?
In order for students to clearly express mathematical understandings, they need daily opportunities to practice using the specific academic language related to this content area. In this clip, taken from Sue O’Connell’s On Demand course, notice how students are given ample time not just to think through their response, but to share this thinking verbally with a partner.
On October 13, Heinemann author Sue O'Connell hosted Elementary Math Chat (#ElemMathChat) on Twitter. The focus of the conversation was on helping students move math facts beyond memorization only. Some of the questions discussed were:
What criteria do you look for when choosing activities to promote math fact fluency?
How can you help students see the link between facts like 9 x 2 and 2 x 9?
What is the benefit of exploring math facts through real contexts?
Below is the full Storify of the chat.
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!
By Sue O’Connell, adapted from A Guide for Teachers, part of the upcoming Math in Practice series
What did it mean to be good at math? If we memorized our math facts and could do standard algorithms and get the right answers, we felt that we were good at math, because elementary math was about memory, speed, and right answers, right? And if we could do those things we were rewarded with good grades. But is that true today? Are those the expectations we have for our students?