"Across contexts, cold call often created a culture of negativity, pulled time away from the main goal of the class, & didn’t do much to get kids paying attn." Read @dylanpkane.bsky.social on 4 alternatives to cold calling that "are underused, not too hard to learn, & less likely to backfire."

"Redefining what it means to 'do math' requires more than high test scores or textbook pacing. It calls us to look deeper—into how Ss see themselves as math thinkers. Developing positive math identities can’t be treated as an add-on. It has to be woven into the fabric of effective instruction."

"Making practice public is essential to teachers developing their craft together. What it means is that teachers: 1) make their instructional decisions public before, during & after teaching; 2) relentlessly position students as capable & as central participants in teachers’ collective learning; /1

"Schools still serve as a filter for the maths & math-nots. We still cast too many kids as capable/incapable of math learning at multiple levels. I’ve had countless ppl tell me 'I wish I had someone like you teach me b/c I would've gotten it' or" I didn't get why math mattered until I was an adult.

"Too often, we believe doing well on a standardized test is equivalent to giving students an education."

Lovely 3-min video about getting to know students and every student having someone who knows them. How might this look the same/different in an elementary school?

"The slow reveal graphs routine both honors the complexity of data visualizations & creates accessible entry points for every learner. Because revision is expected & careful observation is valued, students focus less on being 'right' or 'wrong' & more on making sense of the data together."

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How does the Forum for Equity in Elementary Mathematics supports teachers in establishing and maintaining an equitable math learning community from the beginning of the school year? Read and find out! #RoomSetUp #Norms #ClassroomStructures #GettingToKnowStudents #ReflectingOnParticipation

"Most traditional assessments do little more than label & sort students. ... Students often walk away with grades that signal either success or failure, with no clear understanding of how to grow. That’s not assessment. That’s judgment." /1 - @pamseda1.bsky.social

"Agreements should be responsive to students’ current needs, identities & beliefs." Math class requires "a community that is prepared to work together, listen actively & contribute ideas. There is a focus on respect for Ss’ thinking, acceptance of differences & building on each child’s strengths."

"Teacher agency comes from taking action." Formative assessments don't "just tell us what students don’t know; it also gives us a glimpse of what they do know. When we know what they know, we know what they are ready for, and that empowers student learning."

Students classify & sort stuffed animals using various criteria, & then ask questions to guess the animal in a Mystery Box. After reading The Animals Will Not Sleep, they design & build a bed that perfectly fits a stuffed animal from home. An engaging context, connections to home, & so much math!

How can the design of a classroom promote the distribution of math authority, equitable participation, and respect for different learners? How can it ensure that students see themselves, feel welcome, and understand that this will be a joint undertaking? - @martamath0901.bsky.social

Classroom agreements can "send msgs about what it means to be doers of math & how to be resources for & learn from each other. They can foster equitable participation & support & promote autonomy, interdependence, & confidence. They can also disrupt both patterns of marginalization & privilege."

Classroom agreements can "send msgs about what it means to be doers of math & how to be resources for & learn from each other. They can foster equitable participation & support & promote autonomy, interdependence, & confidence. They can also disrupt both patterns of marginalization & privilege."

How can the design of a classroom promote the distribution of math authority, equitable participation, and respect for different learners? How can it ensure that students see themselves, feel welcome, and understand that this will be a joint undertaking? - @martamath0901.bsky.social

Getting to know your students is key. Our Student Reflection Tool provides similar questions about elementary students’: prior experiences with math, reflections on themselves as math learners; beliefs and expectations for math class; and participation in math class. www.terc.edu/mathequityfo...

The "key...is not only making sure students understand the problem but also that they have enough space and time to process the information and organize their thoughts. Some productive struggle—and a little understanding from teachers—can go a long way, too."

This post highlights Susan Jo Russell and Deborah Schifter's recently published book, Interweaving Equitable Participation and Deep Mathematics. "Practical tools and a fresh vision" tackling a "critical challenge: How do teachers ensure that all students engage deeply with rigorous mathematics?"

Maria Blanton's work in K-12 Early Algebra Intervention featured in this month's CADRE Early STEM Learning Spotlight which highlights the work of 14 DRK–12 projects that focus on early learning in science, mathematics, and computer science. cadrek12.org/spotlight/ea...

Spark your child’s problem-solving skills with Head Start on Engineering's free, trilingual STEM resources for families. Story-based activity kits, “Sparks!” for everyday STEM fun, Videos in English, Spanish, & Arabic Developed by experts and tested with real families. hubs.la/Q03CDDsk0

Fostering Equity in K-5 Math Communities starts tomorrow! Register today!

A few spaces remain in our July 16-17 online synchronous workshop, Fostering Equity in K-5 Math Communities. Learn more and sign up today! www.terc.edu/mathequityfo...

Also: "You don't want to cover a subject; you want to uncover it." - Eleanor Duckworth

This book "provides practical tools, vivid examples, and a clear vision for helping teachers, coaches, and school leaders create math classrooms where all students can succeed."

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Are you interested in creating and sustaining equitable math learning communities, in the elementary grades, regardless of your curriculum? Check out our colleagues' 2-day synchronous workshop.

"Differentiation should never sacrifice rigor, reasoning, or relevance. ... If students aren’t being asked to notice, reason, or explain—they’re not really doing math. Support should enable thinking, not bypass it." - @pamseda1.bsky.social

Using the Investigations curriculum? Check out our colleagues' 2-day synchronous workshop focused on: developing an equitable & supportive math learning community, facilitating productive math discussions, the role & purpose of Math Workshop, & differentiating to support the range of learners.

"Playing games can help kids continue to learn math, not just practice it. ... When we give our students games that everyone can access [AND] productively struggle with, we increase engagement, opportunities for aha moments, and how long our students will find the game interesting and engaging."

For 10+ years, TERC projects have explored how making-based learning helps students see the real world value of math—from 3D printing to connecting STEM with entrepreneurship. Making engages curious minds, pulls in those don't see themselves as math people. t.co/YHioKtrRrI t.co/2mc5a4Paeq

A few spaces remain in our July 16-17 online synchronous workshop, Fostering Equity in K-5 Math Communities. Learn more and sign up today! www.terc.edu/mathequityfo...

"Students can’t become confident, capable mathematicians by watching someone else do the work. They need time. They need space. And they need leaders who understand that true engagement isn’t quiet compliance—it’s active thinking." www.sedaeducationalconsulting.com/post/is-your...

When elementary students see math in action—in a recipe, on a map, or through play—it becomes more than a subject. It becomes a skill they’re excited to use! 🧑‍🍳🗺️ #MathSky #ElementaryTeacher #EdutopiaVideos

Looking for engaging activities for summer school? Give Excursions a try. They support students in connecting the math they are learning to their interests, their communities & the world, and also to topics in history, social studies, art and culture. www.terc.edu/mathequityfo...

I was part of a small book club of K-5 folks. This book is a MUST read for every math educator, coach and administrator.

Looking to meet the needs of the range of learners in your K-5 math class, whatever your curriculum? Our 7-week asynchronous online course starts 6/18 and focuses on instructional strategies to effectively support and engage all students in deep & rigorous math learning. www.terc.edu/mathequityfo...

Considering reading @mathematize4all.bsky.social's new book on Rethinking Disability in Mathematics? Read what one group of high school teachers are taking away from it!

mini blog post from me on some reflections of secondary math teachers in Poway CA after reading Rethinking Disability and Mathematics . . . wp.me/p1N1Nj-qd ♾️

How many lines? How many squares?

"When projects like these are cut, the losses extend beyond the research community. They will be felt in classrooms where teachers have fewer effective tools, in afterschool programs that lose innovative models & in homes where parents miss out on resources that could help their children succeed. /1

Over the past two years, TERC’s mission to advance STEM learning for all has come to life in both formal classrooms and informal settings across the country. Our 2022–2023 Biennial Impact Report reveals the scale and impact of that work. www.terc.edu/2022-2023-bi...

Looking to learn more about Investigations 3? Our 7-week asynchronous online course starts 6/18. Engage in interactive activities & discussions w/ colleagues & facilitators. Develop a solid understanding of key K-5 math concepts & consider how to effectively support learning. tinyurl.com/II3course

Looking to meet the needs of the range of learners in your K-5 math class, whatever your curriculum? Our 7-week asynchronous online course starts 6/18 and focuses on instructional strategies to effectively support and engage all students in deep & rigorous math learning. www.terc.edu/mathequityfo...

"How I learned the real maths, to make connections and see maths in the very unique way [I do]...developed despite the school maths, not because of it." - Dr Laura Tuohilampi

"Did you share with students what they learned? Did you ask students how it went? Did you affirm students for who they are?"

"In the pursuit of clarity, we often fall into the trap of performing for our students instead of engaging them...True learning requires Ss to grapple w/ ideas, make connections & persist thru moments of confusion. Learning doesn’t happen to students—it happens w/in them." - @pamseda1.bsky.social

If we want math classrooms where students do the deep thinking, the struggle & the discovery—leaders must do the deep work of creating the conditions for that to happen. That means pushing back on /1