A collection of important articles and ideas.

Have you taken **THE QUIZ**?

**In the quiz post**, I make the case that our *perceptions* of what mathematics is and what it means to teach mathematics **influence** the way that...

When I travel around the country and visit teachers in classrooms, one of the things I notice is that the word strategy and model are sometimes used interchangeably.

What is the difference between a **...**

Hey fellow mathematicians!

Many of you will be happy to know that what you have been asking for is now available - video of teachers in REAL classrooms with REAL students. We provide these to you for free, but...

Since I posted the graphic and blogs about the **Development of Mathematical Reasoning**, I have gotten questions.

One of those questions is: But Pam, why isn’t it okay to...

Check out this exchange I recently had on Twitter. I was discussing frustrations of middle school teachers:

Have you ever felt like this Tweet, that you don’t have the time to teach your content and all of...

For types of questioning and example discussion, watch master teacher and workshop presenter Kim Montague facilitate a Count Around with a group of elementary teachers.

When you...

“**I Have, You Need**” is a quick but **powerful instructional routine** to help kids construct the very important numerical relations of partners of 10, 100, and 1,000. To learn more, download a...

Listen to Kim as she explains to teachers about the "I Have, You Need" routine and why it is so important.

How could you apply this routine in your classroom?

In **my last blog**, I wrote about the Development of Mathematical Reasoning.

The Development of Mathematical Reasoning graphic displays an important mathematical hierarchy of progressive relationships, ways of...

Problem (Number) Talks and Problem Strings are both powerful instructional routines for the mathematics classroom. They are mini-lessons intended to work hand in hand with rich tasks, math congresses, and other...

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