If the idea of using CUBES to solve math problems has left you frustrated and wanting something better, check out the recording of my Why We Should Reconsider Using Word Problems (And What We Should Be Doing Instead) webinar. https://t.co/VDHqBELG8n #MTBoS #pd

💌 Here’s how Sarah’s school spreads kindness with their own postal service: https://t.co/H49XkRrMaO

Great 4 days of leading AVMR PD with amazing Lake Shore elementary teachers. @myLSPS

Curious how evidence-based strategies align with brain-based #learning? Let's demystify it all! 🧠 https://t.co/KaPvu5zgjW #educoach #teaching #pedagogy

Engaging in a choral count routine with ⁦@amynoelleparks⁩ and early childhood leaders from around the state. What do you notice? #MiMathEssentials

In partnership with @MathforLove, we are excited to release Addition, Subtraction, and Division by Heart (coming soon), to join Mult. by Heart. This FREE resource is based in spaced repetition and provides visualizations for each fact. Get started at https://t.co/dP6YfQENRD!

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To learn more about the research, read the full article here: https://t.co/8Gk2fipBcz 12/12

"If feedback is only given at the end of a project, it's already too late. Students need ongoing feedback in a variety of ways for the purpose of making revisions to their thinking and their work." National Faculty, Jim Bentley, in '4 Ways to Provide Feedback in PBL.'

—Paul Emerich France, @SustainTeaching

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“Some kids think faster than others, but that doesn’t mean that the kids who aren’t as fast don’t understand.” This instructional strategy encourages more children to participate in class discussions. 👍

Years ago, I had the unfortunate task of trying to teach a math class that simply could not stop talking. It didn’t matter if I was facing the dry erase board or the students themselves; if I said something, they said something, if I said something else, they said something else.

This is a question we must ask ourselves each and every day we stand before of our students to teach and reach them.

By abandoning the rote teaching of algorithms, we are asking children to learn more. We are teaching them to mathematize, to think like mathematicians, to look at the numbers before they calculate. #buildingthinkingclassrooms

Dominoes and dice deserve a place in your classroom! 🎲 Recent research found that playing board games improves number recognition, comprehension, counting, and basic operations—even in children as young as 3: https://t.co/SZaiAxuhtl

“Explicit strategy instruction uses visuals and contexts to reveal mathematical relationships that illustrate how and why the strategies work.” @JBayWilliams #NCTMDC23

Educators! Please be careful when purchasing resources on TPT. This morning I found a product that explicitly rips off the work of @hareematifkhan & myself. We worked for years to create this writing unit of study. Please purchase the official work here: https://t.co/zppHXSDHjY

Thinking through the strategy of break apart for multiplication by breaking apart our 6x8 garden. #MiMathEssentials @MIearlymathEIPs @Sohnia @kimFox51520315 @hspriet4

🍍 In this classroom, a pineapple named Patricia helped create an environment filled with passion, positivity, and nature, leading to self-regulation *and* enhanced learning: https://t.co/Edn5ODnENr