In this episode of Room to Grow, our hosts look for the balance between instruction that is teacher-driven, traditional lecture-style, and inquiry-based, discovery-style lessons. They recognize the value of both types of teaching, understanding that there is a time in learning for both exploration and for direct and explicit teaching. 

The conversation offers explanation of what conditions may require different teaching strategies, based on the goals and content of the lesson as well as how students are responding to and progressing (or not) toward intended learning. 

The common theme between these approaches is student sense-making, and our hosts each share a personal example of taking opportunities to encourage sense-making in students.

We encourage you to explore the resources below, referenced in this episode:

• NCTM President Kevin Dykema’s President’s message that sparked this episode: https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Kevin-Dykema/Balancing-Instructional-Strategies-in-the-Math-Classroom/ 
• TI’s Building Concepts lesson on structure in solving equations: https://education.ti.com/en/t3-professional-development/for-teachers-and-teams/online-learning/on-demand-webinars/2016/building-concepts-foundations-for-success-in-expressions-and-equations 
• A sample problem-based curriculum for middle school (NOT the one Curtis’ son uses!): https://curriculum.illustrativemathematics.org/MS/teachers/what_is_pbc.html 

Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing [email protected]. 

Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy. 

In this episode of Room to Grow, our hosts share conversation with Rebecka Peterson, the 2023 National Teacher of the Year (NTOY). Rebecka is a high school math teacher at Union High School in Tulsa, Oklahoma, on leave for the 2023-24 school year to fulfill her NTOY responsibilities. She views the NTOY not as an award, but rather a job, that of spokesperson and ambassador for the teaching profession.

In this conversation, we learn about her teaching journey and the lessons she learned along the way that have shaped her focus in the classroom. She shares how she focuses on connections with students – connections to each other, to school, to the content, and to their communities. She reflects on current struggles facing math education systems, and her belief that choice could drive better student engagement, more student learning, and less teacher burnout. 

We encourage you to explore the resources below, referenced in this episode:

• Learn more about the National Teacher of the Year program HERE 
• See Rebecka’s NCTM Handout with more detail about her “Connections” talk and resources she uses in her own classroom
• Learn more about Explore Mathematics by Sam Shah, mentioned by Rebecka
• Learn more about Rebecka’s End-of-unit creative summary project
• Visit Rebecka’s NTOY webpage HERE 
  • Direct link to press kit (including photos) 
  • Direct link to request Rebecka
• Connect with and learn more about Rebecka Peterson  
  • Instagram - @Rebeckapeterson_
  • X (formerly Twitter) - @RebeckaMozdeh
  • Medium blog - medium.com/@rebeckapeterson 

Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others! Share your feedback, comments, and suggestions for future episode topics by emailing [email protected]. 

Be sure to connect with your hosts on X (formerly Twitter) and Instagram: @JoanieFun and @cbmathguy. 

In this episode of Room to Grow, Curtis and Joanie consider ways to uncover how students are actually thinking about the mathematics they are learning. Using a real-life, recent incident between Curtis and his sixth grade son, our hosts consider the challenging fact that many students think that success in math class means figuring out what answer the teacher (or the computer program/app, or the back of the book) is looking for. 

They posit that when educators are always focused on the mathematics of the moment – what is being learned in a single lesson, week, or unit – we can focus students on the smaller grain size ideas instead of helping them to place their learning in the bigger picture of mathematics as a whole. As always, the episode recognizes that teachers work very hard at a very complex task: teaching young minds to deeply understand important mathematics!

We encourage you to explore the resources below, referenced in this episode:

• “Listening to and Learning from Student Thinking,” by Elham Kazemi, Lynsey K. Gibbons, Kendra Lomax, and Megan L. Franke from Teaching Children Mathematics, October 2016.
• “Making Student Thinking Public,” by Shari Stockero and Laura R. Van Zoest from The Mathematics Teacher, May 2011.
• “Attending to Evidence of Students’ Thinking during Instruction,” by Miriam Gamoran Sherin and James Lynn, from Mathematics Teaching in the Middle School, May 2019.
• The Five Practices for Orchestrating Productive Mathematical Discussions by Margaret Smith and Mary Kay Stein, ISBN: 978-1-68054-016-1

Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing [email protected]. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy. 

In this episode of Room to Grow, special guests Sandra Lightman and John Staley help Joanie and Curtis understand the Math Milestones. These one-page resources include 12-14 math tasks that provide a visualization of and engagement with the math standards of each grade. The Math Milestones tasks present grade level math, not as a list of standards or learning outcomes, but as a groups of math tasks, a language understood by teachers and students. 

The Math Milestones project was supported by Student Achievement Partners with Sandra and John as critical members of the team. The resources, available for free online, include a set of teacher notes that support using these tasks to better understand the math of each grade level, and to engage educators in conversations that get to the depth of the intended learning. Additional work is being done to provide “asset maps,” resources that allow educators to use student work and responses to the Math Milestones tasks to better understand and build upon students’ strengths. 

We encourage you to explore the resources below, referenced in this episode:

• Learn more about the Math Milestones project on their website HERE
• Find the grade level grids (sets of tasks) HERE
• Review the teacher notes for each grade level HERE
• Explore additional resources to support teaching the standards from Student Achievement Partners

Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing [email protected] . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy. 

In this episode of Room to Grow, Curtis and Joanie continue their conversation with Grace Kelemanik and Amy Lucenta. In follow-up to our previous episode, this conversation shifts to a focus on teachers and how the Reason Routines help them to be more effective with more students. 

We begin by talking about what makes teaching hard – including the fact that teachers make a million decisions every day in response to the students in the room and how they are engaging with the content; and that doesn’t even include the day-to-day challenges of interruptions, meetings, grading papers, and on and on! The routines are a support for teachers to use a structure for learning that frees them up to be responsive to the students in the moment.

As we learned in the previous episode, the routines help teachers to (a) focus on student thinking, (b) get out of the middle of learning, and (c) support students’ productive struggle. These concrete strategies engage all learners in mathematical thinking, supporting special populations from the start rather than requiring an additional set of approaches to support them. Additionally, the routines create student agency in mathematics, providing ways for students to listen to, engage with, and learn from one another.

We encourage you to explore the resources below, referenced in this episode:

• Be sure to explore Grace Kelemanik and Amy Lucenta’s website, Fostering Mathematical Practices …
• … and their books, Routines for Reasoning and Teaching for Thinking.
• Explore infographics, tasks, and more for the Connecting Representations routine.
• See the Connecting Representations routine in action in this classroom video.

Be sure to go back and listen to Part 1 of this conversation if you haven’t already!!

Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing [email protected] . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, Grace Kelemanik and Amy Lucenta join Curtis and Joanie to talk about how routines can provide the “opportunity and support for each and every student develop mathematical thinking and reasoning.” Although routines are used by most educators for a variety of reasons, Grace and Amy focus on “Routines for Reasoning,” which are specifically designed and structured to surface the ways that students are thinking about the mathematics and to better understanding the reasoning of their classmates to reinforce the mathematics content and thinking goals. 

In this extended episode, Amy and Grace dive deeply into the “Four Rs” and “Annotation,” two of the five “Essential Strategies” that teachers employ within the routines, with an emphasis on how these strategies provide access and opportunity for all students to engage in the deep thinking of the lesson. Then, they describe the “Connecting Representations” routine in detail to help listeners understand the power of the routines in action. As Grace shares, the power of the routines and essential strategies is that they help teachers to “hand over agency to the students. Teachers are no longer are the sole authority in the classroom... it’s the students doing the heavy lifting.”

 We encourage you to explore the resources below, referenced in this episode:

• Be sure to explore Grace Kelemanik and Amy Lucenta’s website, Fostering Mathematical Practices …
• ...and their books, Routines for Reasoning and Teaching for Thinking.
•  Explore infographics, tasks, and more for the Connecting Representations routine.
• See the Connecting Representations routine in action in this classroom video.

Be sure to join us for part 2 of this conversation next month!

Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing [email protected]. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy. 

In this episode of Room to Grow, Joanie and Curtis host special guest Dr. Katey Arrington to discuss the importance of teacher content knowledge. 

Dr. Arrington is the Associate Director of the UTeach Institute at the University of Texas at Austin. She is also serving in the Presidential line for NCSM: Leadership in Mathematics Education from 2022-2026. Previously, she led the K-12 system services work at the Charles A. Dana Center, served as a mathematics coordinator for a growing, diverse district in Texas, instructional coach, and taught in both K-12 and community college systems. Katey earned a Ph.D. in Educational Policy and Planning, Master of Arts in Mathematics Education, and Bachelor of Science in Mathematics. She has extensive experience in leading networks for growing impact and designing and implementing system-level change for increasing equitable outcomes. 

Early on in the conversation, it is agreed that caring about students in a non-negotiable and important component of effective teaching, but caring without math content knowledge is not likely to result in student learning. Our hosts and their guest explore the ideas of pedagogical content knowledge, math content for teaching, and approaching mathematics as ways of thinking, not just ways of getting answers. Expanding learning is presented as a group endeavor, but also something a teacher can pursue on one’s own. 

We encourage you to explore the resources below, referenced in this episode:

• The Developing Mathematical Ideas (DMI) professional learning program
• Numberphile on You Tube is one of Curtis’ favorite sources to explore mathematical curiosity
• The Coherence Map from Student Achievement Partners on the Achieve the Core website provides a clickable visual map of how content standards connect and build on one another

Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing [email protected]. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy. 

In this episode of Room to Grow, Joanie and Curtis talk about an important role of math education: preparing students for the life they want to pursue after high school. Whether it’s college, trade school, the military, or directly into the work force, a student’s goals and desires should drive their learning experiences throughout their PK-12 years, and the course offerings, counseling and advising, and school system overall should, ideally, prepare all students for the outcomes they desire.

They recognize early in the conversation that this isn’t just about high school, isn’t just about courses, and isn’t just about math. They dive into ideas around career choices, advocating for students’ best interests, and the challenges in creating a system with the depth, breadth, and flexibility required to truly prepare all students. There aren’t easy answers to these questions, but we hope the conversation sparks thinking, discussion, and actions in your setting that support more students to be better prepared for their chosen futures.

We encourage you to explore the resources below, referenced in this episode:

• American Progress Math Pathways: The Way Forward report: https://www.americanprogress.org/article/math-pathways/ 
• NCTM’s former President Robert Berry’s blog post on Mathematics Pathways from December, 2019:  https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Robert-Q_-Berry-III/Lets-Talk-About-Mathematics-Pathways/ 
• EdWeek article challenging calculus as the “peak of high school math” https://www.edweek.org/teaching-learning/calculus-is-the-peak-of-high-school-math-maybe-its-time-to-change-that/2018/05 
• Just Equations report on calculus and college admissions: https://justequations.org/resource/a-new-calculus-for-college-admissions-how-policy-practice-and-perceptions-of-high-school-math-education-limit-equitable-access-to-college 

Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing [email protected]. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy. 

In this episode of Room to Grow, Joanie and Curtis explore ideas around the emotional side of learning and how it impacts students in their academic growth. Because we and our students are humans - and humans have emotions - it is impossible to learn without a connection to our emotions, whether those emotions are positive or negative. As educators reflect over the summer and begin to plan for the upcoming school year, we hope you’ll consider the emotional side of your students’ experiences in math class.

Joanie and Curtis suggest planning for the emotional experiences alongside planning for content. As a teacher, how might you consider the ways students will feel in sharing their early thinking, perceiving their responses or others as “incorrect,” or being influenced by previous traumatic experiences with math? With some thoughtful planning and attention, these emotional experiences can be managed and leveraged to support learning for all student in the classroom, including those who are traditionally successful and may have positive feelings about math. 

We hope the content in this episode will help you consider ideas you may not have thought about before, and spark discussion with your educator friends.

We encourage you to explore the resources below, referenced in this episode:

• Special issue of Mathematics Teacher: Learning and Teaching PK-12 on Social and Emotional Learning and Mathematics Learning from November, 2022 (membership required).
• Access, Power, Identity, and Healing in Mathematics by Sara Gartland, Shellee Wong, and Laurie Silverstein (membership required).
• Our previous conversation on Room to Grow with Juliana Tapper in August, 2022. 
• Rough Draft Math by Amanda Jansen
• Jo Boaler article on connection between timed tests and math anxiety

Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing [email protected]. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy. 

In this episode of Room to Grow, Joanie and Curtis talk about teaching strategies for remembering in mathematics, such as mnemonic devices, tricks, and gimmicks. 

They challenge the notion that teaching with tricks is inherently bad, and discuss how to determine when a strategy intended to help students learn might actually work against their understanding of the underlying mathematics. For instance, “FOIL” and “SOH-CAH-TOA” are both frequently taught in high school math classes, yet one is a way to remember mathematical definitions (not a trick!) and the other is a random association for a limited procedure (a trick!). So what about if a student creates their own strategy or trick while learning math?  

Join our hosts in trying to make sense of how and when remembering strategies are helpful and when they might be more harmful.

We encourage you to explore the resources below, referenced in this episode:

• Nix the Tricks – available to download for free
• Thirteen Rules that Expire is an article from Teaching Children Mathematics (NCTM membership required) about commonly taught ideas in elementary school that don’t support long-term learning. This blog about the article does not require NCTM membership.
• Twelve Math Rules that Expire in the Middle Grades is a similar publication from Mathematics Teaching in the Middle School (NCTM membership required) with middle school-specific ideas.
• This EdWeek article includes a commentary from Dr. Hilary Kreisberg about “nixing tricks.”

Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing [email protected]. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.