byFebruary 02nd, 2018
The fourth graders I’ve been working with this year have recently been learning about fractions. Last week I began a lesson by drawing two representations on the board (as shown above) and writing a question. I gave the students about five minutes to do a “quick write” to answer the question and explain their thinking.…
byDecember 06th, 2017
Marilyn shares her insight and wisdom on the importance of listening to students in the math class, and offers advice for getting around avoidance techniques students often use in class.
byOctober 10th, 2017
My friend Ann sent me an email about her unsettling experience at the supermarket deli counter. Ann has never felt particularly confident with her math ability, and I was pleased (and amused) that she asserted herself in this situation. Also, Ann’s comment to me about the work we face as math teachers rang true.
byJanuary 10th, 2017
After I told Steven, the man seated next to me on an airplane, that I was a math teacher, he described the Dealing in Horses problem that he was given at a corporate management training session. The problem has been one of my teaching staples ever since.
byDecember 13th, 2016
This post is about subtraction, which is typically difficult for students to learn and for teachers to teach. Think about 503 – 398, for example. To estimate the answer, I can change the problem to 500 – 400 (rounding 503 to 500 and 398 to 400). That gives me an estimate of 100, which I know is close. But how can I know if the actual answer to 503 – 398 is greater or less than 100? I raised this question with third graders.
byNovember 21st, 2016
There’s more to math instruction than teaching and learning procedures. Math Solutions founder Marilyn Burns has more than fifty years of teaching experience. To impact the way math is taught in the classroom, she believes the focus must be taken off the teacher and placed on the students. Here are three tips she shared in…
byJune 03rd, 2016
The 1-10 Card Investigation has a big payoff with students. It engages their interest, involves them with making sense of a problem and persevering to solve it, and gives them experience with evaluating their progress and changing course as necessary. Plus it has a playful aspect that too often is lost in math class.
byApril 20th, 2016
Since NCTM Annual 2016 was in San Francisco, the Math Solutions team rode our groovy Peace, Love, and Math bus into the conference, and invited all our math educator friends to join us! If you attended NCTM, we hope you had a chance to stop by our booth and hang out with us! Our authors and…
byApril 18th, 2016
We had such a fun NCSM 2016 conference in Oakland! Our professional development team and many of our Math Solutions authors were on hand to share their wisdom with supervisors and teachers, and we had so many wonderful conversations in our booth. We hope you were able to make it out to our sessions and stop by…
byJanuary 20th, 2016
This post was originally published on Marilyn Burns’ Math Blog. Involving students as creators of problems for others to solve provides an experience for them that’s different from the teacher always being the source of problems. Also, when students have opportunities to solve their classmates’ problems, I find that they invest in their learning in a different way, often with…