What Math Teaching Strategies Work Best? 16 Math Education Experts Share Their Suggestions.

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What Math Teaching Strategies Work Best? 16 Math Education Experts Share Their Suggestions.

What Math Teaching Strategies Work Best? 16 Math Education Experts Share Their Suggestions.

Math Education Experts Share What Tools and Strategies They Use to Support Students.

A Post By: Anthony Persico

What works in math education is constantly evolving. Math teaching strategies and techniques that were once commonplace in the classroom several years ago are now being replaced with more effective, research-backed methods aimed at making mathematics a more approachable, meaningful and equitable subject.

I recently reached out to 16 math education experts, including Stanford University Math Education Professor Jo Boaler, and asked the following question: What new belief, behavior, teaching habit, or tool has most improved your teaching over the past 12-18 months and why?

The diverse collection of responses below will help you to identify some new strategies to add to your teaching toolbox and ultimately assist you in becoming a more effective math educator who is better equipped to meet the needs of your students. Enjoy!

What math teaching strategies are the experts using?

What math teaching strategies are the experts using?


Eddie Woo

Eddie is an Education Ambassador for the University of Sydney, the founder of YouTube’s MisterWooTube channel, and the author of Woo’s Wonderful World of Mathematics and It’s a Numberful World. You can follow him on Twitter @misterwootube.

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Eddie Says…

I have been exploring the power of open-endedness in mathematics classroom over the last couple of years, and love the way that it has helped me tease out mathematical thinking in my students. It’s so easy for students to fixate on getting the “right answer” when facing a question in mathematics, and I love the way that open problems emphasize the aspects of reasoning and communication. It’s also fantastic to see how easily a task can be reshaped so that it has a low floor and a high ceiling, to ensure that struggling learners can access the activity and highly competent mathematicians can also find rich avenues for exploration and investigation.


Chris Woods

Chris is a High School Math Teacher, STEM Presenter, and host of the STEM Everyday Podcast. You can follow him on Twitter @dailystem.

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Chris Says:

In the past few years, I’ve made the change to get kids holding shapes and equations in their hands more often. It usually starts by handing out some combination of paper, scissors, rulers, colored pencils, tape, and glue sticks to my students, nothing fancy. What happens next is I try to help them “see” how a surface area formula works by building a triangular prism or help them “visualize” how a parabola is formed by drawing a series of lines on a grid. And when math is more than just numbers and letters on a worksheet or an answer on a calculator, it is suddenly something beautiful, creative, and worthy of exploration and discovery.


Kristen Acosta

Kristen is a K-6 Math Coach, Teacher, and Presenter. You can access her math resources at www.kristenacosta.com and follow her on Twitter @kristenmacosta.

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Kristen Says:

It’s amusing that number lines have been around forever, but are so underutilized in helping students with making connections to a bigger picture. When I stumbled upon Clothesline Math (used as an open number line), my students’ number sense improved greatly. Clothesline Math has helped my students see the interconnectedness of how math works.

You can learn more about clotheslines math on Kristen’s website.


Kyle Pearce

Kyle is a K-12 Mathematics Consultant who delivers presentations and workshops, blog contributor at Tap Into Teen Minds, and co-host of the Make Math Moments podcast. You can follow him on Twitter @MathletePearce.

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Kyle Says:

Over the past 12-18 months, one of the biggest epiphanies I’ve had is how important it is to actually understand the math. I’m not talking about how to “do it”, but developing the conceptual understanding of the how and why it works, the connections from one idea to another, and how it develops in young children all the way to high school mathematics. Currently, I’ve been building my own understanding of Proportional Reasoning and I’ve built out a full course for members of the Make Math Moments Academy. You can learn more about it here: makemathmoments.com/academy.


Makeda Brome

Makeda is a math educator and 2020 Teacher of the Year Recipient in Port St. Lucie, Florida. You can follow her on Twitter @thebromenator.

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Makeda Says:

Over the last year-and-a-half, I have become more and more aware of social justice education on teaching and how I play an integral role in that. While our classrooms may be more diverse, much of our teaching practices have not changed to support the diversity in our classrooms. Twitter chats and movements like #ClearTheAir, #HipHopEd, and #EduColor have helped me become a better math educator for all of my students and I now support other teachers in doing the same. All of our students deserve equal learning opportunities, I hope the math community commits to engaging in this work!


Brian Aspinall

Brian is a K-12 math educator, TEDx presenter, and author of Code Breaker: Increase Creativity, Remix Assessment, and Develop a Class of Coder Ninjas!. You can follow him on Twitter @mraspinall.

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Brian Says:

For me, two tools have greatly impacted my teaching pedagogy. Both Scratch and Minecraft offer a sandbox environment for students to create content, try something new, immerse themselves in mathematics and be creative. Not only do they support a constructivist approach to learning, students receive immediate feedback from the tools, freeing up teacher time to consolidate with other students.

Brian shares lesson plan examples on his blog at brianaspinall.com and in his books, Code Breaker and Block Breaker.

Learn more: How to use Minecraft: Education Edition in Your Classroom


Alice Keeler

Alice is a Youcubed Consultant, Speaker, Google Certified Teacher, and author of several books including Teaching Math with Google Apps: 50 G Suite Activities. You can follow her on Twitter @alicekeeler.

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Alice Says:

Students who think they struggle in math are all thinkers. I have yet to meet a kid who isn't a thinker. Instead of giving them DOK 1 problems I use OpenMiddle and other interesting problems where step one is... hmmm, I'm not sure, let me think about it. Turns out they are math people.

The other thing I do is tell a story using Google Slides to explain the math problem. Show your feelings, step .1 take a selfie, show how you collaborated, you're required to google something... and explain it.


Jennifer Chang Wathall

Jennifer is an advocate for Concept-Based Curriculum and author of Concept- Based Mathematics: Teaching for Deep Understanding in Secondary Schools. You can connect with her on Twitter @JenniferWathall and visit her website www.jenniferchangwathall.com for more information.

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Jennifer Says:

I enjoyed a glorious 27-year teaching career and something that completely transformed my practice was embedding an inductive teaching approach. The inductive teaching approach creates an environment for students to uncover the beauty and creativity of mathematics for themselves through inquiry based learning.

The inductive teaching approach encourages students to inquire through experimentation, enables connections between different topics to be made, and supports deep conceptual mathematical understanding which gives students the ability to apply and transfer to different contents.

Learn More: What Does Inquiry-Based Learning Look Like in the Math Classroom?


Berkeley Everett

Berkeley is a K-5 Math Coach, faciliator to UCLA’s Math Project, designer for Math Visuals. You can follow him on Twitter @BerkeleyEverett.

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Berkeley Says:

Is it possible for tasks to differentiate themselves while communicating the idea that math is about relationships (not answers)? This year I took my questions to another level with Open Questions from Marian Small. Instead of "12 is 2/3 of ___" she would pose "___ is 2/3 of ___." Suddenly the task is more accessible and more challenging. Plus, it encourages students to focus on ideas and relationships instead of answers. For more, check out Marian Small's great books, including Good Questions (look for the 3rd Edition).



Lauren Baucom

Lauren is a High School Math Teacher, doctoral student at the University of North Carolina at Greensboro, and national presenter. You can follow her on Twitter @LBmathemagician.

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Lauren Says…

Collective learning is a new term that I am fascinated by, and love finding evidence of it in educational spaces. As educators, we often focus on the learning that we hope is occurring in the students who enter our classrooms. As math coaches, we hope to see the confirmation of learning as educators make adjustments to their practice. Both of these are examples of individual learning. There is a powerful type of learning that is harder to visualize, collective learning, or the learning that is happening between a group of people. For example, in a classroom that promotes student discourse, two students may learn different things from a lesson. The conversation that is facilitated between them will multiply the learning that occurs in that room, as each student brings their individual learning and jointly shares with the others. As a teacher, I often forget about asking myself, “What did we learn collectively today?”, not as an offshoot of “I taught it, so they learned it.”, but from the richness that was created from being together.


Peter Liljedahl

Peter is an Education Professor at Simon Fraser University in British Columbia, Canada and Math Education Consultant. You can follow him on Twitter @pgliljedahl.

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Peter Says:

My favorite practice for the last few years is the use of visibly random groups. Although it is something I have been researching and publishing on for many years, it is a practice that still keeps giving me new surprises every year. It emerged as a reaction to my research that was showing that both self-selected and strategically formed groups create a space where the students know what their role will be that day—and for many, that role was not to think. Random groups does not create this. In addition, random groups bypasses all our biases of what students are capable of, reduces social barriers, and drives more autonomous learning behavior. More recently, it has also shown that students take random groups as a sign of confidence in them as learners and thinkers.


Margie Pearse

Margie is a math coach and curriculum head, a contributor to Edutopia, and the author of Teaching Numeracy: 9 Critical Habits to Ignite Mathematical Thinking. You can follow her on Twitter @pearse_margie.

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Margie Says:

I was greatly influenced by The Formative 5. I taught in a district that was committed to infusing literacy strategies across content areas, so assessing BDA style in math was something I was very familiar with, but The Formative 5 took the idea of checking for understanding throughout a lesson one step further. I knew there were certain points in each lesson where understanding was critical to moving forward, but I couldn’t put my finger on it until the idea of a Hinge Point was introduced in the book and that was revolutionary to me.


Sunil Singh

Sunil is a math learning specialist and author of Math Recess: Playful Learning in an Age of Disruption and Pi of Life. You can follow him on Twitter @Mathgarden.

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Sunil Says…

As a math educator, we tend to be caught up in the micro details of problem solving and strategies more often than not. While this makes sense, given the analytical nature of mathematics, I have found that some of the more valued human qualities are equally important in students trusting the journey of learning mathematics. For me, the idea of kindness as a virtue, has become a pillar in teaching mathematics. Through kindness we build trust and friendship, which facilitates a learning environment that allows risk, failure, and the acquisition of resilience.


Denis Sheeran

Dennis is a math education specialist, administrator, and the author of Hacking Mathematics: 10 Problems That Need Solving and Instant Relevance: Using Today's Experiences to Teach Tomorrow's Lessons. You can follow him on Twitter @MathDenisNJ and visit his website www.denissheeran.com for more information.

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Denis Says…

I've been an administrator for the past seven years, supervising math teachers and departments in NJ. In fact, it was in the early part of that experience that I was inspired to write Instant Relevance, Using Today's Experiences to Teach Tomorrow's Lessons. One of the biggest shifts that needs to happen in the classroom is less teacher talking and more student discourse. The saying goes, "whoever is doing the talking is doing the learning" and that needs to be a focus in math classrooms. So I came across a tool that measures the amount of time teachers and students are talking in the classroom by identifying your voice, multiple voices, and volume and then graphs the data for you on demand. It's called TeachFX. They call themselves a Fitbit for teachers that measures student engagement. As a full time math consultant now, I use the tool during professional development sessions and during teacher observations to give objective feedback to teachers after observing their classrooms. You'd be shocked to find out how much talking most teachers really do, when they do it, and how that contrasts what they thought they'd be doing.


Mark Chubb

Mark is a math teacher, instructional coach, and blog contributor to Building Mathematicians. You can follow him on Twitter @MarkChubb3.

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Mark Says…

For years, I have believed the most important thing we can do as educators is to plan for rich learning experiences, so our students could learn through problem solving. After years of being a math coach, I now see that providing rich experiences isn't enough. If we are aiming to make sure we are maximizing learning in our classrooms it takes us as the teachers to be learning about our students as developing mathematical thinkers, and to be continually curious about their understanding. That is, we need to be noticing and wondering about our students regularly. This is the essence of what assessment means. Here are strategies and practical advice to help us notice and wonder about our students: Noticing and Wondering - A Powerful Tool for Assessment.

Learn More: Using Notice-Wonder Activities to Support Math Learning


Jo Boaler

Jo is a Professor of Math Mathematics Education at Stanford University, founder of YouCubed, and author of Mathematical Mindsets and Limitless Mind: Learn, Lead, and Live Without Barriers. You can follow her on Twitter @joboaler.

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Jo Says:

My teaching has been most helped by the knowledge that connected brains are the most powerful and that when we engage students in mathematics through multiple forms of activity - drawing, writing, moving, modeling, building, calculating, and more—they learn most effectively. Mindset messages are very important but they need to be accompanied by the opening of mathematics teaching, so that students see the potential for growth. When we combine growth messages with open, growth teaching, mathematics becomes a beautiful subject for students. We share many ways to do this on www.youcubed.org and in my book Mathematical Mindsets.

Learn More: 5 Growth Mindset Books Every Math Teacher Should Read


Of course the above strategies, suggestions, and ideas for teaching math just scratch the surface of all there is to learn about the art of teaching mathematics effectively. Subscribe to our mailing list here to get more free daily resources, lesson plans, and insights for K-12 math teachers in your inbox every week.

Read More Posts About Math Education:

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Anthony is the lead educator and founder of Mashup Math. He lives in Denver, Colorado and is also a YouTube for Education partner. Follow him on Twitter at @mashupmath.

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What Does Inquiry-Based Learning Look Like in the Math Classroom?

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What Does Inquiry-Based Learning Look Like in the Math Classroom?

What Does Inquiry-Based Learning Look Like in the Math Classroom?

Jennifer Chang Wathall explains how the inductive teaching approach creates an environment for students to uncover the beauty and creativity of mathematics.

A Post By: Anthony Persico

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I recently had the opportunity to interview Jennifer Chang Wathall, author of Concept-Based Mathematics: Teaching for Deep Understanding in Secondary Schools, about what teaching strategies she finds most effective for engaging math students of all levels.



Jennifer Chang Wathall on the Inductive Teaching Approach and Inquiry Based Learning in the Math Classroom

One of my favorite lessons to help my students understand the ratio π is by connecting this to the topic of linear functions. I ask students to collect circular objects and measure the circumference and diameter using string. We then create a spreadsheet to approximate π and then graph all the measurements taken for diameter against circumference for the different the objects. Students approximate this ratio using the spreadsheet and through analyzing the linear function c = πd. This is an example of adopting an inductive teaching approach. 

I enjoyed a glorious 27-year teaching career and something that completely transformed my practice was embedding an inductive teaching approach. The inductive teaching approach creates an environment for students to uncover the beauty and creativity of mathematics for themselves through inquiry based learning.

The inductive teaching approach creates an environment for students to uncover the beauty and creativity of mathematics for themselves through inquiry based learning.
— Jennifer Chang Wathall

George Polya said:

Mathematics has two faces: it is the rigorous science of Euclid, but it is also something else. Mathematics presented in the Euclidean way appears as a systematic, deductive science; but mathematics in the making appears as an experimental, inductive science.

The inductive teaching approach encourages students to inquire through experimentation, enables connections between different topics to be made, and supports deep conceptual mathematical understanding which gives students the ability to apply and transfer to different contents.

The table below summarizes the difference between the deductive and inductive teaching approach.

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For more examples of the inductive teaching approach, check out Jennifer’s book Concept-Based Mathematics: Teaching for Deep Understanding in Secondary Schools available on Amazon.

You can also connect with Jenner on Twitter: @jenniferwathall and by visiting her website www.jenniferchangwathall.com

Read More Posts About Math Education:

 
 
 

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Why Is Math Important? Here's Your Simple Answer

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Why Is Math Important? Here's Your Simple Answer

Why is Math Important?

How to explain the importance of mathematics to your students.

A Post By: QUORA CONTRIBUTOR

Teachers sometimes struggle to answer the question, Why is Math Important? The truth is that mathematics is intertwined into every element of our lives in both direct and indirect ways. By helping your students to understand the importance of mathematics and its connections to the real world, you can teach them to value their math skills as necessary life skills and not just rules and procedures needed to pass an exam.

Helping students understand why math is important can be challenging.   Photo by NeONBRAND on unsplash.com

Helping students understand why math is important can be challenging.

Photo by NeONBRAND on unsplash.com

This question originally appeared on Quora.

Answer by Hans-Edward Hoene, Computer Engineer:

Everything in the world can be presented in terms of math. Unless you plan on having a career that requires no intellect (which is okay, it’s your life), you can bet your butt that math will play a prominent role in solving problems. Math is the language of nature.
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ABSOLUTELY EVERYTHING IS MATH!!! The circuit topography which runs your computers and phones, the electromagnetic waves (represented as trigonometric equations) which transport data between telecommunications devices (otherwise known as making a call, text, web search, etc.), etc. The thing is that you can’t really understand how something is used unless you understand what is being used.

***

Answer by Paul Graig Ellis

Mathematics is important for several reasons, including:

Maths has provided humanity and especially those who’ve created/discovered it, with a scheme of structured reasoning, causing us to evolve/learn how to reason, more deeply than using natural language alone
Maths has wide-ranging applications, especially in engineering, science and finance, enabling humanity to escape the limitations of inherently ambiguous natural language, allowing the establishment of more reliable knowledge and the accelerating development of the modern world. I should add the role of statistics in allowing knowledge to be obtained in the complex areas of e.g. psychology, sociology and politics.


***

Answer by Arlen Agiliga

Mathematics is important because…

You need to be able to understand the fundamental, basic concepts of math to be able to survive in the world independently. If you didn’t know how to count, add, subtract, multiply, and divide, think of the number of things you wouldn’t be able to do. This is why math is so important. It’s a form of communication that people use in so many different ways every day. Without it, the world would be a mess.


***

Answer by Shubham Jain, Civil Engineer:

Math skills are life skills. Here’s why:

  • Basic math skills help you to solve general math problems in your life, including simple addition and subtraction to managing your finances.

  • If you only master one skill in your life, math should be it. Otherwise, you will spend your life being vulnerable to being cheated, robbed or abused. You simply cannot survive without mathematics.

  • Practicing and learning mathematics develops your ability to think critically and to reason. It sharpens your mind and applies to all aspects of your day-to-day life.

  • Students often perceive mathematics as boring, overly abstract, uncreative, and extremely difficult to understand, which is why many of them develop math phobias as adults. However, the idea of having or not having a math brain is completely untrue. Everyone is capable of understanding mathematics at a high level.

  • Mathematics can be applied to a variety of career fields including chemistry, programming, technology, accounting, biology, and physics.

Subscribe to our mailing list here to get more free daily resources, lessons, and tips in your inbox every week.

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An Interview with Numeracy Specialist Margie Pearse

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An Interview with Numeracy Specialist Margie Pearse

Margie Pearse shares her expertise on teaching numeracy, learning from failure, and how to prevent unrecognized students from falling through the cracks.

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Margie Pearse has over thirty years of teaching experience with certifications in mathematics, elementary education, and ESL. She presently works as a math coach/curriculum head and numeracy specialist, college instructor, and trainer of pre-service teachers on how to create effective numeracy based lessons.

Margie is also a contributor to Edutopia and is the author of Teaching Numeracy: 9 Critical Habits to Ignite Mathematical Thinking and Passing the Mathematics Test for Teachers.

You can connect with Margie on Twitter: @pearse_margie

Questions and Answers


Question #1:

What grades do you currently teach (or what is your current role)? And approximately how many years of experience do you have in math education?

Answer:

I am currently a math coach/curriculum specialist and I have 35 years of teaching experience in math.


Question #2: In the last five years, what new belief, behavior, teaching habit has most improved your teaching?

Answer:

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I was greatly influenced by The Formative 5. I taught in a district that was committed to infusing literacy strategies across content areas, so assessing BDA style in math was something I was very familiar with, but The Formative 5 took the idea of checking for understanding throughout a lesson one step further. I knew there were certain points in each lesson where understanding was critical to moving forward, but I couldn’t put my finger on it until the idea of a hinge point was introduced in the book and that was revolutionary to me.


Question #3: If you were designing a mandatory 2-week course that every student has to take on mastering one single math topic, which topic would you choose and why?

Answer:

It would be about fractions—I think they can be the most misunderstood. When talking with students about fractions, I hear explanations that just don’t make good number sense and I hear them a little too consistently. For example, I still hear middle schools students say that 1/8 is greater than ¼ because 8 is greater than 4. Ugh!


I took a risk, I failed, I dug in, learned as much as I could and found a home as a math coach and curriculum specialist. I am better because of it.
— Margie Pearse

Question #4: What purchase of $50 or less has most positively impacted your teaching in recent memory?

Answer:

The top 14 books that absolutely changed my math world:

1.     5 Practices for Orchestrating Productive Mathematics Discussions

2.     Principles to Actions: Ensuring Mathematical Success for All

3.     Number Talks: Whole Number Computation, Grades K-5

4.     Number Sense Routines: Building Numerical Literacy Every Day in Grades K-3

5.     Choral Counting & Counting Collections: Transforming the PreK-5 Math Classroom

6.     Children's Mathematics, Second Edition: Cognitively Guided Instruction

7.     How Children Learn Number Concepts: A Guide to the Critical Learning Phases

8.     The Formative 5: Everyday Assessment Techniques for Every Math Classroom

9.     Putting the Practices Into Action: Implementing the Common Core Standards for Mathematical Practice, K-8

10.  Talk Moves: A Teacher's Guide for Using Classroom Discussions in Math, Grades K-6

11.  Becoming the Math Teacher You Wish You'd Had: Ideas and Strategies from Vibrant Classrooms

12.  Motivated: Designing Math Classrooms Where Students Want to Join In

13.  Powerful Problem Solving: Activities for Sense Making with the Mathematical Practices

14.  Good Questions for Math Teaching: Why Ask Them and What to Ask, K-6


Question #5: As an educator, how has a failure, or apparent failure, set you up for later success? Do you have a “favorite failure” of yours?

Answer:

At one point, I was pursued by a consulting company to join them. I decided to leave the classroom and join their company, but it just wasn’t a fit for me. I was away too much and didn’t feel comfortable presenting things that were not my own. I felt like a failure and really missed my family, students and colleagues. I had to be strong and move forward, pushing myself to learn more, be better and find a way to still live my dream of making math accessible to all children.

It took courage to quit and start from scratch. I took a risk, I failed, I dug in, learned as much as I could and found a home as a math coach and curriculum specialist. I am better because of it.


Learn and try something new every month. Let your students in on the fact that you are doing that and ask their opinions about everything you try. Use their feedback and try it again.
— Margie Pearse

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Question #6: If you could have a gigantic billboard anywhere with anything on it — metaphorically speaking, getting a message out to millions or billions — what would it say and why? It could be a few words or a paragraph.

Answer: I have a few:

“I don't teach math for a living I do it for fun.”

“Be brave. Even if you’re not, pretend to be”.

“Play is exactly what mathematicians do.”


Question #7: What is one book that every teacher should read?

Answer: I can’t pick just one. I’d say start with the 14 math-changing books from question 4.


Question #8: What advice would you give to a smart, driven first-year teacher about to enter the classroom? What advice should they ignore?

Answer: Stay connected, you are not in this alone.

Get to know your students – academically, socially, and emotionally.

Appreciate different kinds of colleagues, students, parents. We all have a story.

Watch your words, they are powerful.

Stay positive, surround yourself with positive people. Naysayers are toxic, stay away from them.

Learn and try something new every month. Let your students in on the fact that you are doing that and ask their opinions about everything you try. Use their feedback and try it again.

Some things will fail, but it’s not the end of the world.

Laugh a lot. We just can’t take ourselves too seriously.

Stay humble. My Dad always told us as kids, “Never be over-impressed with your own importance.”

Be kind whenever possible.

Give people the benefit of the doubt.

Listen to what is spoken and what is often unspoken.

Be present

Look out for the students who sometimes feel invisible. They won’t misbehave, they are not the most popular, and they probably don’t get recognized as being the smartest, most athletic, or most musical. But they are gems. If you don’t realize one particular student was absent, that may be the student you need to get to know more. (My daughter lived this. She finished High School a semester early and then went back to see teachers, but they never realized she had already graduated. She was heartbroken that no one knew she was no longer there.)


Question #9: What is one message that you would like to share with all of your students’ parents and caretakers?

Answer: Everyone can be good at math. There is no such thing as a math gene. Everyone can enjoy math as long as they are willing to take risks, welcome a good challenge, and insist that math makes sense, wonder how ideas in math connect, know that making mistakes is okay, find time to play and discover more about numbers, and believe they can succeed with effort.


Question #10: When you feel overwhelmed or unfocused, or have lost your focus temporarily, what do you do?

I immediately go back to research. I reach out to my amazing Twitter Personal Learning Network (PLN). They encourage me, challenge me, and support me with all my math wonderings.


Closing and Takeaways

I want to thank Margie for taking the time to complete this interview and share her expertise with both myself and everyone reading. Whether you are a pre-service math teacher or have 10+ years of experience, there are plenty of helpful takeaways from this interview.

Here are my 3 main takeaways:

Takeaway #1: Effective teachers are highly skilled in formatively assessing their students and they rely on using research-backed strategies.

Takeaway #2: We all experience failure at some point, but these moments are often what sparks our personal growth and allow us to become better educators.

Takeaway #3: It’s easy to overlook the quiet students who sometimes feel invisible, because they’re not always the loudest or most recognized, but these students are vulnerable to falling through the cracks. Teachers have tremendous power to make a difference in these students lives by being attentive and building meaningful relationships that give them a sense of belonging.

You can gain more insights from Margie by reading her books (available on Amazon) and her posts on Edutopia, including What Would Happen If Students Assigned Their Own Math Homework? and Non-Math Essentials for Learning Math.

Interview By: Anthony Persico

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Anthony is the lead educator and founder of Mashup Math. He lives in Denver, Colorado and is also a YouTube for Education partner. Follow him on Twitter at @mashupmath.

Keep reading about what works in math education:

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