From this morning's NY Times -- Barcelona Is Made of Math www.nytimes.com/interactive/...

Tomorrow is the day for my webinar. 2:30 Pacific time. 5:30 on the east coast. Hope you join.

I'm excited to present a free webinar on September 30. Register here: heinemann.zoom.us/webinar/regi...

A screen shot from a new sitcom, The Paper. I wrote Math for Smarty Pants in 1982! How did it get here?

I never heard before about "highly composite" or "highly abundant" numbers. I learned about them from Cambridge Mathematics. createsend.com/t/y-2916A5BF...

I picked bush beans this morning from our garden. No, I didn't count, but I confess that I was tempted. Will they serve 4 at dinner tonight?

Why am I confused by this sign?

Wrote a post about pedagogy for all the math freaks out there. pershmail.substack.com/p/practice-s...

I was teaching 8th grade math when Tom Lehrer released the album with New Math. I played the song at back-to-school night. (I was required to teach new math with the SMSG materials.)Tom Lehrer was a wonder.

I loved this!

I read The Way It Spozed to Be by James Herndon in the 1960s as a beginning teacher and it spoke to me then. I haven't reread it. Then The Having of Wonderful Ideas by Eleanor Duckworth, which I've gifted to new teachers and which I've revisited over the years.

Oooh, I liked this string about squares and rectangles. Some new ideas for me.

Nice! www.nytimes.com/interactive/...

This reminds me of what I learned from my undergraduate advisor Bob Davis. He said that a student's wrong answer is the right answer to a different question. My job is to uncover that other question and move from there.

I really appreciated the openness and civility of this exploration of differing perspectives of the ‘science’ of mathematics. A good listen.

Thanks. Yup, a typo for pronic. I also checked Wikipedia. Sometimes automatic spell check is really annoying.

Zero is a phonic number? I'd never heard of phonics numbers. Cool.

Thanks, @mpershan.bsky.social, for this quote and your blog. And thanks, @larryferlazzo.bsky.social, for hosting and posting.

How did I get this far without ever learning about semiregular tilings? Cool. polytope.miraheze.org/wiki/List_of...

I love this blog post . . . for so many reasons.

Not for everyone, I know, but I found this to be a really good read.

I asked a student today which of these fractions was not equal to 1/2. He said, "It has to be one of those with a 3 on top--they can't both be 1/2" I'd never heard that before.

I hesitated before sending it, but I couldn't resist.

I found this fascinating. You can read this gift article from The New York Times for free without a subscription. www.nytimes.com/2025/02/05/s...

"On an assessment about comparing decimals, 5th graders were asked to circle the smallest of three numerals & explain why they made their selection." 10 of 20 students chose 0.125; the other 10 chose 0.45. What do you do next? If you're @mburnsmath.bsky.social, you teach this lesson!

Ooooh, I like this.

Hey I remember how to write about math teaching. pershmail.substack.com/p/math-acade...

This is great! I was just re-teaching decimal places (to 7-8-9th graders...) as part of physics and these examples would definitely hit with them too.

What a lovely post! I really like the short video clips as a way to introduce new strategies — named after the Ss who made them, just like you’d do in class. It neatly solves the “What if my Ss don’t organically arrive at this?” problem.

I was surprised and delighted by that.

I spent this weekend writing about the decimal lesson I taught on Friday. I really liked how it went. Take a look. I'm interested in any feedback. marilynburnsmath.com/decimals/com... #Iteachmath #MTBos

I'm lucky to live in the same community where I taught and seeing former students happens fairly often. It's soooo good.

Going to teach this morning. I gave an assessment & asked the fifth graders which was smallest: 0.8, 0.45, or 0.125. Exactly half of the fifth graders selected 0.45 and the other half selected 0.125. I have my work cut out for me to help them think about this.

Tried @mburnsmath.bsky.social ‘s 1-10 card challenge with my math club yesterday. They loved it! youtu.be/o37H94j5Znc?... #MathsToday #MTBoS #ITeachMath

I never heard of "noncount nouns" before. I'm trying to think of others. And I'm wondering why I'm finding this interesting.

On students’ written math assessments, correct answers can hide confusion & incorrect answers can mask understanding. Interviewing students one on one and listening to how they reason provides more specific, accurate, and in-depth insights. marilynburnsmath.com/addition/wha...

Here's what I wrote after doing my first Slow Reveal Graph. marilynburnsmath.com/data/my-firs... Thanks, @jennalaib.bsky.social for making these available. slowrevealgraphs.com #ITeachMath

In an interview yesterday, a S mathematized the problem as 2/3+2/3+2/3 & then added in a way I'd never seen before. She split one 2/3 into 1/3 and 1/3, then put each 1/3 on another of the 2/3, then added 1 + 1. Now to talk with the class about this.

#MTH329 did a #ComplexInstruction task based on @mburnsmath.bsky.social Mathematical Tug-of-War. Hang them in the Louvre.

Two Ss explain how they made a mark for 60 on a 0-1000 number line. How would you place it? What would your students think of this work? marilynburnsmath.com/general-inte...

Thanks for this. I think Cribbage is the best 2-person card game . . . and really good to teach to students. I look forward to trying it online.

Prompt: place 1 object in the middle. Figure out which objects can fit in the rest of the sections. Triple Venn. Can you tell what each circle’s property is?

Thanks for this blog. It pushed me to think in new ways about telling, something I've thought about for a long time.

Everywhere I go, I ask teachers, "What do you wish society understood about your job?" If you'd like to chime in, I would LOVE to hear your thoughts via this form, DM, or email: forms.gle/xh8YkyKYWVyv...

26-29 made me stop and think. 27 especially so, given its resonance with something I wrote. Michael puts it much more succinctly. https://amiealbrecht.com/2024/09/18/pedagogical-puritan-or-pragmatist/

Love your Maths deep dives @mburnsmath.bsky.social.

"Mathematical truth may be black and white, but mathematical thinking is not. We need questions that draw out all the shades and hues of thought."

The recording of Session 2 is live! Listen as Susan Jo Russell and Deborah Schifter talk about interweaving deep and rigorous mathematics and equitable participation, and view video examples of it in the elementary math classroom! www.terc.edu/mathequityfo...