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Reposted by Investigations 3

TERC @terc-stem.bsky.social · 6d

2 hours til the #NCTMATL25 exhibit hall opens.
Come by Booth 1408 for a free copy of the MPACT—
project-based learning through making units. Teachers say:
"Students are thriving with hands-on concepts. My reluctant math learners are learning how to apply math in real concepts." www.terc.edu/mpact3d/

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 6d

Today our colleague @martamath0901.bsky.social received NCSM's Kay Gilliland Equity Award and delivered a "lecture" called ¡Arriba y Adelante!: Taking Steps Towards Creating Spaces of Mattering and Thriving in Mathematics #NCSM2025

Marta Garcia, in front of the first slide in her Kay Gilliland Equity Talk: Arriba y Adelante!: Taking Steps Toward Creating Spaces of Mattering and Thriving in Math

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 6d

What a fabulous summary of @martamath0901.bsky.social's #NCSM2025 Kay Gilliland Equity Award talk! ¡Arriba y Adelante!: Taking Steps Towards Creating Spaces of Mattering and Thriving in Math 👇🏼👇🏼

Shelby Strong 💗💜💙 @sneffleupagus.bsky.social · 6d

"Was that a compliment, or was it an assumption that (my teachers) didn't believe I was capable?"

Marta Garcia speaks with such grace and kindess and love, and I'm so grateful to have her as a mentor. #NCSMRiseUp #NCSM2025

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Investigations 3 @inv3math.bsky.social · 6d

Listen to @tracyzager.bsky.social. @martamath0901.bsky.social is #brilliant and #wise #NCSM2025

Tracy Zager @tracyzager.bsky.social · 6d

Great @sneffleupagus.bsky.social thread with wisdom from the always brilliant and wise Marta Garcia. #NCSM2025

Shelby Strong 💗💜💙 @sneffleupagus.bsky.social · 6d

"Was that a compliment, or was it an assumption that (my teachers) didn't believe I was capable?"

Marta Garcia speaks with such grace and kindess and love, and I'm so grateful to have her as a mentor. #NCSMRiseUp #NCSM2025

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Investigations 3 @inv3math.bsky.social · 6d

Today our colleague @martamath0901.bsky.social received the Kay Gilliland Equity Award at #NCSM2025. This thread captures so much of what she had to say! Thoughtful, powerful, inspiring, motivating. ¡Arriba y Adelante!

Shelby Strong 💗💜💙 @sneffleupagus.bsky.social · 6d

"Was that a compliment, or was it an assumption that (my teachers) didn't believe I was capable?"

Marta Garcia speaks with such grace and kindess and love, and I'm so grateful to have her as a mentor. #NCSMRiseUp #NCSM2025

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TERC @terc-stem.bsky.social · 13d

We'll be at @nctm.org in Atlanta!
Don't miss TERC sessions on impactful math teaching — from maker-based assessments to supporting student math identity to baseball and geometry. Stop by Booth #1408 to explore the latest in STEM, grab free resources, and pick up some fun swag!
hubs.la/Q03M03ND0

TERC Staff Presenting at the NCTM Annual Meeting 2025 - TERC

Don't miss TERC staff leading sessions on impactful math teaching — from maker-based assessments to supporting student identity in math to baseball and geometry. Then stop by Booth #1408 to explore t...

hubs.la

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Neurodiversity in STEM at TERC @ndinstem-at-terc.bsky.social · 11d

Come try out some of our engaging, ready-to-run enrichment club activities that combine logic, adventure, and community-building, and learn how you can bring Zoombinis Clubs to your school, library, or institution. #MassCUE2025

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 11d

"Struggle is not a sign of weakness but the birthplace of real understanding." - @pamseda1.bsky.social

www.sedaeducationalconsulting.com/post/two-com...

Two Competing Visions of Math Success

Every classroom operates with an invisible compass: what teachers believe about how students learn math. These beliefs quietly shape the tasks they assign, the feedback they give, and ultimately how s...

www.sedaeducationalconsulting.com

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Investigations 3 @inv3math.bsky.social · 11d

Yes! Also: “Do only what makes sense to you and persist until it does.”

And: “You can’t teach what you don’t understand, and you can’t teach well what you don’t love.” - @mburnsmath.bsky.social

Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 11d

In “more than 60 years as an educator… I’ve learned…from sharing ideas with colleagues, I’ve attended workshops, I’ve attended conferences, I’ve read professional books, but my most important source of honing my teaching skills has been the students I’ve taught.”

Marilyn Burns @mburnsmath.bsky.social · 28d

I'm excited to present a free webinar on September 30. Register here: heinemann.zoom.us/webinar/regi...

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TERC @terc-stem.bsky.social · 11d

We’ll be at #NCSM2025 with @mathedleaders.bsky.social in Atlanta!
Check out TERC sessions on helping teachers reflect with video coaching + fostering equitable participation through reflective practices.
Details here ➡️ hubs.la/Q03L_-J90

NCSM Annual Conference Sessions with TERC Staff - TERC

Attend these TERC sessions on helping teachers reflect with video coaching and encouraging all students’ voices in small group math work.

hubs.la

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 11d

Going to Atlanta? Come learn with Forum for Equity in Elementary Mathematics staff! #NCSM #NCTMATL25

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Investigations 3 @inv3math.bsky.social · 26d

If you're curious what a conversation like this might sound like, check out this Dialogue Box that shows how it went in a 2nd grade field test classroom.

p1 of a Dialogue Box showing how one grade 2 conversation about Near Doubles went

p2 of a Dialogue Box showing how one grade 2 conversation about Near Doubles went

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Investigations 3 @inv3math.bsky.social · 26d

Later, kids get Fact Cards for this set of facts. These cards focus on using what you know to solve the ones you don't yet know. Kids sort them into envelopes of Facts I Know and Facts I'm Still Working On.

An image of a "Fact Card" for 6+7 and 7+6 where a child has filled in the clue line: "6+6+1"

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Investigations 3 @inv3math.bsky.social · 26d

After working through two sets of related problems, they talk about what they might call them, and generate other examples.

An image from the Investigations curriculum showing more of the conversation about Near Doubles, how the class comes to name them, and generate more problems that might count as Near Doubles or Doubles Plus or Minus 1.

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Investigations 3 @inv3math.bsky.social · 26d

The teacher models kids' thinking with cubes.

An image from the Investigations curriculum that shows how kids might see and use the relationship between 4+4 and 4+5 and how the teacher might show those ideas with cubes.

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Investigations 3 @inv3math.bsky.social · 26d

In Investigations 3, students encounter the Near Doubles after they've worked with the Doubles facts. The focus, as throughout, is on using what you know. The teacher posts and the class discusses a set of related problems like 4+4 and 4+5 and then 4+3.

A screenshot from the Investigations curriculum, showing how students first encounter the Near Doubles, as a class of problems.

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 27d

"Across contexts, cold call often created a culture of negativity, pulled time away from the main goal of the class, & didn’t do much to get kids paying attn." Read @dylanpkane.bsky.social on 4 alternatives to cold calling that "are underused, not too hard to learn, & less likely to backfire."

Why I'm Not a Fan of Cold Call

It's done badly more often than it's done well

fivetwelvethirteen.substack.com

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Investigations 3 @inv3math.bsky.social · 28d

"We may favor the idea of all students completing problems the same way using the same method because it might save time, be less confusing, and guarantee that all students have at least one method that “works every time”. But is this the actual result? And at what cost?" /3

Investigations 3 @inv3math.bsky.social · 28d

"How many times do we as Ts try to make things easy & efficient for Ss by sharing a favorite method?...How often do we declare how simple this is w/ my clear & easy to follow steps? Do we model something...& make it look so easy that it might be embarrassing if others don’t 'get it' right away?" /2

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Investigations 3 @inv3math.bsky.social · 28d

A lovely reflection on folding laundry, teaching division & "figuring out what Ss already know & determining how to build, connect, generalize & solidify [&] finding ways to make Ss’ thoughts & ideas visible & accessible to others for investigating, revising & sense making." @jsandford.bsky.social

https://jsandfordmath.ca/2025/08/31/lessons-in-laundry/"How

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Investigations 3 @inv3math.bsky.social · 28d

The only time time is a factor is in assessing students' fluency, not during instruction or practice. /3
investigations.terc.edu/grade-3-qa-a...

A Grade 3 Q&A: Assessing the Multiplication Facts - Investigations3

investigations.terc.edu

Investigations 3 @inv3math.bsky.social · 28d

Instead of going "in order" the work focuses on: related sets (doubles, then doubles +/-1 or x5 and x10) over time, using what you know (& writing hints based on it), tracking "facts I know" & "facts I'm still working on" & big ideas like whether order matters or how to break up numbers. /2

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Investigations 3 @inv3math.bsky.social · 28d

"The goal is to help Ss connect the facts they’re working on to ideas they already know, provide a lot of support as Ss begin working on a fact family, & gradually pull back & ask Ss to retrieve facts from memory."

While it looks different, Inv 3 designs work w/ the facts in much the same way. /1

Karen Campe @karencampe.bsky.social · 28d

The latest excellent post from @dylanpkane.bsky.social ... how to incrementally help Ss learn multiplication facts, without timing them (much potential harm w/out clear benefits) & comments on how AI helped/didn't help prep the practice sheets.
#iTeachMath #MTBoS
substack.com/home/post/p-...

Incremental Fact Fluency

Sorry, I can't think of a better name

substack.com

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Investigations 3 @inv3math.bsky.social · 28d

"Schools still serve as a filter for the maths & math-nots. We still cast too many kids as capable/incapable of math learning at multiple levels. I’ve had countless ppl tell me 'I wish I had someone like you teach me b/c I would've gotten it' or" I didn't get why math mattered until I was an adult.

Jose Vilson, PhD @thejosevilson.com · 28d

What are we missing when we talk about NYC Solves or any math education initiative? How about culture and outcomes?! Read on for more here!

Why Teaching Math for Test Results Is Not Enough

Over the last year, New York City has had a fascinating discussion about teaching math. In particular, NYC Department of Education has started to implement a program called NYC Solves, a parallel program to the lauded NYC Reads initiative. NYC Solves hopes to narrow the math achievement gap through a uniform curriculum for the nation's largest public school system. On the one hand, a common language with a narrow funnel for support and training…

thejosevilson.com

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Investigations 3 @inv3math.bsky.social · 29d

About how much are these counters "worth"? How do you know?

Jonathan Hall @studymaths.bsky.social · 29d

In #MathsToday I did this as a starter on estimation.

With the aim of getting pupils to consider which counters are the 'significant' ones.