In this week’s One Thing You Might Try . . . post, first- and second-grade teacher Zak Champagne nudges us to reconsider requiring students to share their ideas and helps us reimagine what it means to participate in the distance learning or socially distanced classroom.
In Deanna Pecaski McLennan’s kindergarten classroom, math isn’t limited to a specific block of time. It’s built into the environment and inseparable from everything her young students do.
All of the math in author Deanna Pecaski McLennan's instruction is infused with a sense of exploration, wonder, and joy. And in her new book, Joyful Math, she shows us how to do the same by creating invitations for young children to engage with math ideas through art, literacy, and outdoor play. She focuses on building spaces in early childhood classrooms where children see themselves as mathematical thinkers with valuable ideas from the very start.
Deanna Pecaski McLennan, Ph.D., is a full-day kindergarten teacher based in Ontario, Canada and the author of the new book Joyful Math: Invitations to Play and Explore in the Early Childhood Classroom and was recently awarded the 2020 Prime Minister Award for Teaching Excellence in STEM.
Get the Choral Counting Tool and watch how deeply and creatively children can engage with ideas of number and operations and mathematical sense-making through counting.
If you are familiar with Choral Counting & Counting Collections by Megan L. Franke, Elham Kazemi, and Angela Chan Turrou, then you know that Choral Counting is a fun, engaging instructional activity designed to leverage children’s mathematical thinking as they work together to count and dig into a variety of number sequences. Did you know, however, there is a Choral Counting Tool to help you plan out your counts?
For many teachers, math is not a comfort zone. Even experienced teachers sometimes struggle with how to teach the big ideas in mathematics with a student-centered approach that can both nudge student thinking forward and build essential problem-solving skills. If only there was something out there that helps with both of those concepts in a friendly, easy-to-understand way. Oh, but there is!
"I know I’m in an academically safe classroom when I see each student speak mathematically without the teacher prompting. The most academically safe classrooms are ones in which students are quick to ask questions of other students and are as quick to listen." Geoff Krall, Necessary Conditions
Most students and teachers think about subtraction as "take away" but Marian Small, author of Understanding the Math We Teach and How to Teach It is offering different ways to think about subtraction that don't expire and that lead to greater math success in grades K–8.
Next Tuesday night, 11/12 at 9:00 p.m. ET we will be having our November #StenhouseMath Twitter Chat with Robert Kaplinsky, author of the new book, Open Middle Math: Problems That Unlock Student Thinking. We wanted to share the questions ahead of the chat to give people some time to think about them. Whether you use Open Middle problems in your class already, or you’ve heard of them but not sure how to use them, or you’ve never heard of them but are looking for ways to get your secondary students engaged—this chat is for you.