Reflections on the Power of Yet and Growth Mindset in the Math Classroom
“I am not good at math.” “ I’m not a math person.” “I am missing the math gene.” “I don’t have a math brain.” “Math
“I am not good at math.” “ I’m not a math person.” “I am missing the math gene.” “I don’t have a math brain.” “Math

Yes. Learners need to know their math facts. Why? As they get older and mathematics becomes more rich and complex, working memory needs to be

Congratulations! You made it to summer break! Summer is not only the time for rest and relaxation but also for reflecting on the previous

Why should you shake up your routine in the Math Lab? In a word: equity. It is more important than ever to provide engaging

“Who wants more!?” Growing up in an Italian household, this was a common phrase that was heard at the kitchen table. I can just picture

Showing students that math is a flexible subject can be powerful. So many kids (and adults) believe that math is all about getting right

Subitize comes from the Latin word “subit(us)”, which means “to appear suddenly.” In my last post, we talked about the Early Number Sense Trajectory that

Rounding numbers is a tricky concept for many kids. It can be somewhat abstract and a difficult concept to grasp. If there is one thing

Assessment is not a favorite word for teachers or students. I remember back in the ancient times (the late 70s) when we would have a