Author: dhabecker
As a math coach who serves schools in multiple districts, I need to be clear on what I am aiming for during my coaching. What am I helping the teacher to do or learn or improve upon? I’ve decided my focus is to support teachers implement AMBITIOUS math instruction for their students. Ambitious instruction deliberately […]
Here we are in October, 2023. As you have likely heard, this past July the California Board of Education unanimously approved the new revision of the California Mathematics Framework (this in itself should be a series of blog posts, but I’ll save that for another day.), which means school districts throughout Merced County will soon […]
Why do we have timed tests? asks Adam Grant (University of Pennsylvania) in this New York Times article. Because many educators believe that speed is a sign of students’ aptitude and mastery. In fact, says Grant, completing a test more quickly isn’t an accurate measure of knowledge or intelligence; it assesses the much narrower skill […]
The other day I was working with the teachers at a school who are investigating how they might improve their math instruction. We began by brainstorming characteristics of the “ideal” math lesson. I gave teachers this prompt: What does an effective mathematics classroom and lesson look like and sound like to meet the needs of […]
TL;DR Mathing is the process of students understanding math concepts. Studenting is the process of students applying that understanding to a worksheet. Both need to happen. Mathing is more important than studenting. — Let me briefly share a recent 1st grade lesson I taught to explain what are mathing and studenting and why we need […]
In my last blog post, I shared my mental model for how to teach a lesson that incorporates both student-centered inquiry and direct instruction. There are eight steps in this instructional model, but it really is three main phases: introduction, inquiry, and direct instruction. This lesson structure is very similar to the 5 Practices for […]