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Fractions February: Exploring Problems Through Measurement

by Julie McNamara, Math Solutions Author
February 01st, 2020

My eight-year-old neighbor Zoe spent the day with me recently so we decided to do a little baking. The recipe we were using called for ½ cup of sugar and three cups of flour. After using the ½ cup measuring cup to add sugar to the batter, I suggested we use the same measuring cup…



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Actionable Feedback as a Means of Promoting a Growth Mindset

by Dr. Sue Chapman, Professional Learning Specialist
January 24th, 2020

We know it’s important to encourage our students to adopt a growth mindset towards their mathematical abilities. But when we draw a smiley face on a student’s paper or say “good job,” are we building a growth or a fixed mindset? These types of feedback are meant to encourage but they fail to give students…



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Encouraging Math Talk in the Preschool and Kindergarten Classroom

by Treve Brinkman, Director of Professional Learning
January 17th, 2020

Why is it that engaging preschool and kindergarten students in talking about their mathematical ideas is considered such an important key to fostering the development of early math skills? What is gained by devoting valuable time and effort into classroom discussions about math, and how can teachers set the stage for lively and meaningful math…



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The Power of “Yet”

by Julie McNamara, Math Solutions Author
January 11th, 2020

On a recent walk through my neighborhood I came across a father teaching his young son how to ride a bicycle. The father was holding on to the bike as the boy sat atop the seat, gripping the handlebars tightly. It appeared that the father was much more confident in the boy’s ability to learn…



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Coaching Corner: 3 Benefits of Asking Purposeful Questions

by Brenda Konicke, Director of Professional Learning
January 04th, 2020

An effective math coach possesses a multitude of skills, but the ability to ask purposeful, targeted questions is one of the most vital to the coaching process. As coaches, we want to allow teachers to reflect on their practice and on the impact they’re having on students, as well as to think about how they…



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Celebrating 2019 with Method to the Mathness

by Math Solutions Professional Learning Team, December 31st, 2019

For this episode we compiled some of the key insights from our guests throughout the year, and pulling it together is our way of celebrating the important work happening in the field of math education.



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Fibonacci Day Fun with Math Matters

by Math Solutions Professional Learning Team, November 23rd, 2019

This article is excerpted from Math Matters: Understanding the Math You Teach, Grades K–8, Second Edition by Suzanne H. Chapin and Art Johnson One of the most famous patterns is the Fibonacci sequence, which is made up of Fibonacci numbers. Fibonacci was the nickname of Leonardo de Pisa, an Italian mathematician (1175–1245); he is best known…



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Instructional Coaching: an ‘Aha’ Moment about the Power of Questions

by Mary Mitchell, Lead Instructional Designer
November 15th, 2019

I recently joined a 5K training group. There are people in the group who volunteer to serve as coaches to individuals who seek to move themselves from a sedentary lifestyle toward a more active one. In my role as a math coach, this was a great experience for me. It really got me thinking about…



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Representations Matter

by Le’Vada Gray, Director of Professional Learning
November 12th, 2019

Recently, I was in a school bathroom and saw a beautiful painting hanging on the wall of an African woman dressed in African garb. I was immediately filled with awe and joy because the painting radiated beauty and was a positive image in a surprising place. I am often one of few African American women…



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We Ask, We Listen, We Learn

by Math Solutions Professional Learning Team, October 29th, 2019

How much is 12.6 × 10? This is a question from the Math Reasoning Inventory (MRI) decimal assessment. What do you think were the most common incorrect answers given by the more than 7,800 students who figured out the answer in their heads? And what about the boy who answered, “One hundred twenty and thirty-fifths?”



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