Showing posts from January, 2018

Join in: Twitter Chat February 1, 2018 @ 8:30 pm NT (7 ET, 8 AT)

Join the conversation... extend the learning! #NLEDmath

Be sure to join us tomorrow night, February 1 @ 8:30 NT (& ET, 8 AT) as we dig into Chapter 2 in this week's Twitter chat.

We'll be exploring the following questions:

Q1. Good context has multiple ways in and multiple ways out. What problems could you construct from your children’s lives?
Q2. Why is it critical for teachers to choose the “right” numbers within a contextual problem?
Q3. Constraints on a context are very intentional & require creativity. How do these support students in their development?
Q4. If learners can take so many paths, how do we support each child on their journey?
Q5. Effective math communities support risk-taking and discourse. How do you promote this thinking in your role?
Q6. @ctfosnot’s Learning Landscapes include big ideas, strategies and models. What are the key components to YOUR landscape of professional learning?

Week Two Begins! Join In!

Welcome to Week 2!
This week we are talking about learning trajectories, responsive teaching, contextualized problems, mathematizing, and edge dwellers!
Intrigued?  Join us at 7:30 NT January 30 on VoicEd Internet Radio and on #nledmath on Twitter for a conversation about Chapter 2 of Young Mathematicians at Work: Constructing Multiplication and Division.
Can't make it Tuesday?  Listen to the podcast here.

Photo by MichaƂ Parzuchowski on Unsplash

Join in: Twitter Chat January 25, 2018 - 8:30 pm NT (7 ET, 8 AT)

Be sure to join us Thursday January 25th from 8:30-9:30 NT for our Math Pod NL follow-up Twitter Chat.

Here are the questions we'll use to guide our reflection:

Q1) "Young Mathematicians At Work: Constructing Multiplication & Division" is such a provocative title! What shifts in our thinking does the title invite?
Q2) On Tuesday, we heard @ctfosnot's story of falling in love with math- tell us about when you fell in love with math!
Q3) The book distinguishes between mathematics and mathematizing. What does "mathematizing" look like?
Q4) Creativity is at the core of what mathematicians do. What does creativity look like in the math classroom?
Q5) In what ways is math learning an equity issue?
Q6) For this questions we'll refer to the 4-minute video @ctfosnot's shared with us on Tuesday. It can be found at The video shows a mathematician's classroom. What steps can we take to make classroom…

The Dangers of Algorithms (only)!

For your math teaching and learning enjoyment!

Be sure to follow @MathPodNL on Twitter.  Use the hashtag #nledMATH when you tweet!

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"If there has been no learning, there has been no teaching."

Cathy Fosnot, Young Mathematicians at Work: Multiplication and Division