by Carrie Duncan | Jul 8, 2019 | Professional Learning
How do we invite students to the mathematics, and explicitly signal to kids that they have ideas that matter in math class? By Max Ray-Riek In this series of blog posts, the first of which is available here, we’re exploring how, in order to be successful in a...
by Carrie Duncan | Aug 28, 2018 | Grades 6–8
I asked my 15-year-old what she learned today at school. She paused for a moment and then answered, “What did you learn at school today?” It took me a while to think about what I had learned (which will make me more patient when I ask her again tomorrow), and then I...
by Carrie Duncan | Apr 10, 2018 | Professional Learning
By William McCallum and Kate Nowak People use routines for all kinds of things. Routines give structure to time and interactions. People like structure. When a child comes home from school, there might be a routine. She expects a snack, homework time, play time,...
by Carrie Duncan | Feb 27, 2018 | Grades 3–5, Grades 6–8, Grades 9–12, Grades K–2, Professional Learning
By Kristin Gray As a teacher, curiosity around students’ mathematical thinking was the driving force behind the teaching and learning in my classroom. To better understand what they were thinking, I needed to not only have great, accessible problems but also create...
