“Grading” for me means more than just marking mistakes and putting a number or letter on an assignment. This is because, for the last ten years, I have used specifications grading in all my classes.
M’s fourth graders were buzzing as they worked in pairs to solve the math problem M. had just presented to them. The other educators in the room circulated and listened in as students used academic language to discuss their answers with each other, jotting down notes about what their partner had said and the language they had used.
Stacey Caillier interviews math teacher Janet Hanshaw and instructional coach Joanna Burt-Kinderman, both of West Virginia, about the Mountaineer Mathematics Master Teachers (M3T).
Students studied the geological processes of changing the land via erosion, human impact, and other forces to model gradual change in their topographical maps
Students created their self portraits using hundreds of linear and quadratic equations. They then annotated their portrait by solving intersecting lines using substitution and elimination
Rochelle Gutiérrez, a professor of curriculum and instruction at the University of Illinois specializing in mathematics, talks about reconnecting math to our lived experience, and sharing the world’s rich history of different approaches to mathematics with kids.
A math teacher and an art teacher were fascinated by the “wave machines” of kinetic artist Rubin Margolin. The art teacher spent two years learning how to make one of his own.
Then their students learned how too.
15-year veteran math teacher, Sarah Strong, and her high school student, Gigi Butterfield, get into why kids hate math (at least some of them), and what to do about it.
Sarah Strong talks to Cate Challen about the book she co-authored with High Tech High graduate Gigi Butterfield (class of ’21), “Dear Math: Why Kids Hate Math and What Teachers Can Do About It”
