July 2019 “I’M STILL LEARNING.” ~MICHELANGELO _____________________________________________________________________ How to Grow a Learning Mindset in your Team or Faculty: 10 Strategies for the Start of School Teacher mindsets are important! Here’s why: Teachers with learning mindsets continuously refine their craft. They support colleagues as learners, thus helping to build a school-wide learning culture. Teachers who chooseRead On >

# elementary math education

## Coaching to Deepen Teachers’ Content Knowledge, Part 2

“If teachers are not engaging in academic dialogue centered on the content they teach and how people learn, then it is highly unlikely that they are engaging their students in these practices either.” (West & Cameron, 2013, p. 3) Although coaches sometimes facilitate content-focused workshops, most opportunities to build teachers’ mathematics content knowledge occurRead On >

## Coaching to Deepen Teachers’ Content Knowledge, Part 1

One of a math coach’s primary responsibilities is to help build teachers’ mathematics content knowledge. To be truly effective as a facilitator of students’ mathematics learning, a teacher must first see herself as a competent and confident mathematician. But what if she doesn’t? Many teachers possess fragile understanding of mathematics as a result of weakRead On >

## Creating a Vision of a Good Math Classroom

Well, now that we have seen each other,” said the unicorn, “if you’ll believe in me, I’ll believe in you. Lewis Carroll, Through the Looking-Glass, and What Alice Found There Seeing is believing. Teachers’ mental models for mathematics teaching and learning are based in large part on their own experiences as math learners and as mathRead On >

## Coaching to Help Teachers Examine their Assumptions

The following sequence of numbers was written on the board: “This string of numbers represents a rule,” I explained to the teachers. “Who would like to guess another string of numbers that might fit the rule?” “8, 10, 12,” guessed one teacher. “Yes, that string of numbers fits the rule,” I responded. “Who has anotherRead On >

## Coaching for Mathematics Instructional Design

Many of us were taught mathematics in elementary and secondary school as rote memorization of mechanical procedures, period. We sat quietly and watched as our teachers demonstrated a new procedure on the chalkboard, overhead projector, whiteboard, document camera, or smart board. Then we attempted to replicate this procedure with problems copied from the board ontoRead On >

## Tell Your Professional Learning Story

The story of your learning journey as a teacher is important. Teacher learning stories remind us that teaching is a craft which is developed, not an innate ability. Stories of our professional learning journeys serve as a source of inspiration for early-career teachers who still feel awkward in their instructional practice. When we share ourRead On >

## Teaching the Skills of Mathematical Discourse

Mathematical discourse can be defined as the habits of exchanging mathematical ideas within a classroom. Discourse encompasses the ways in which a classroom community thinks about, talks about, and represents mathematics. A class’s discourse is shaped by the teacher’s facilitation of learning and class discussions, and the nature of the mathematical tasks provided to students. Read On >

## Teaching Perseverance

How do you teach students to hang in there when learning gets difficult? We talk about the importance of perseverance all the time these days; it’s akin to growth mindset but not precisely the same thing. The ability to persevere in mathematical work relies on a set of skills that some students have and othersRead On >

## Seeing Our Students

“We’re developing young human beings. Math is the context.” Deborah Ball made this statement to a room full of educators on the first day of the Teaching Works Elementary Mathematics Laboratory. During this annual event, Dr. Ball teaches mathematics to a class of fifth-grade students as the educators sit silently in the back of theRead On >