Math is FigureOutAble Blog
The Development of Mathematical Reasoning Part 3
Answer Getting vs. Brain Building
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...
The Development of Mathematical Reasoning
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...
Count Around
Watch a Count Around In Action
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
“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...
I Have, You Need - Part 2
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?
Miss part one of this series? See it here.
The Development of Mathematical Reasoning, part 2
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...
What is the difference between a Problem Talk and a Problem String?
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...
What Are Problem Strings?
A Problem String is a powerful teaching tool based on the idea that learning mathematics is about constructing relationships and connections. It’s not the only thing that could happen in a math class, but I...
Author
Pam Harris
Math Educator
Pam Harris is a mom, a former high school math teacher, a university lecturer, an author, and she wants to change the way we view and teach mathematics. While Pam was teaching high school math, her four children grew and mathematized their world in a way she had never imagined. “I had always bought into the myth that math is a disconnected set of facts to memorize, with rules and procedures to mimic. I now call that fake math.” Pam’s own kids, research, and experiences teaching real math have shown her what it means to mathematize and to support learners in their own journeys. Real math is thinking mathematically, not just mimicking what a teacher does on the board. You can shift your brain from using rote memory to mathematizing. Pam helps teachers make this shift for themselves, and helps teachers teach in a way that supports students to learn real math.
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