Hello Cory,

I believe that math is figure-out-able. What does that even mean? In podcast episode #3, Kim and I talk about just what it means that math is figure-out-able.

I used to think that math was about memorizing steps and knowing when to do which thing. Now I call that rote memorization or fake math.

I contrast that with real math—using relationships and connections you own to solve problems. Math isn't about mimicking what someone else has figured out. That's not what mathematicians do. 

My work is all about getting kids to actually mathematize at their grade level and use what they know to solve problems. Students need someone to mentor them through the process of thinking like a mathematician—that is the work of teachers.

To listen to this episode click here or find us wherever you get your podcasts.

Last week, you watched the first in The Development of Mathematical Reasoning series. This week is part 2 where you will:

• learn how to determine which level of reasoning your students are currently using to solve problems
• see examples of sophisticated reasoning
• discover lesson types and models to help students build a particular domain of reasoning

One thing I keep hearing from teachers is that while this all sounds great, you need to see how this works with students. If this interests you, click below to watch.

Do you have colleagues who are interested this too? Please share and post on social media. It's important that we spread the message of what it means and looks like to teach real math.