Here’s my post – http://bit.ly/2uTvFHk ]]>

Thanks for taking the time to add to the thinking here. I always enjoy learning with you!

Donna

]]>I agree Donna but I would add that student AND TEACHER learning is our work. The rest of your post supports this as well. We need to be learning about and WITH our students every day and in very explicit, visible and deliberate ways.

Thanks for starting this conversation!

Mary

I love the trolls, to be honest. They help me understand the opposition, help me craft the message, rethink my thinking, push me to be clearer, more focused, more true to truth.

For me, access to amazing math instruction is the biggest equity issue in our schools because lack of math ability and understanding can suppress opportunity. I’m insanely focused now on figuring this out. How can we ensure every child is in a place that respects and cultivates math learning?

I don’t think that happens until parents are partners and understand the work. And parents, like me, might have to come back to grade 1 and start rebuilding their own number fluency and understanding. So let’s make sure they have space to do this too.

The beauty of the mathematics was separated from the subject for me long ago, and I’m thriving in a place now where they come back together and help us see the world differently. Let’s not separate this for our kids any more.

Fluency and automaticity take time and work but that is only a small part of what math is.

Thanks for taking the time to share your thinking with me.

]]>One of my first days as a supply teacher, I was in a grade 8 math class. Their homework had been to “round and add” a bunch of numbers. My job was to help them check their homework by giving them the answers. First question one says, “It didn’t say if we should round to the nearest 10, or nearest 100. I rounded to the nearest 100 & got (x). Is that okay?” Immediately another student said he’d rounded to the nearest 10 & got (x), which also disagreed with the book answer. For the first time in my life I understood why they’d been directed to “round” in order to estimate the answer. This changed me into a math person. I was 26.

So all those people who were on Twitter today saying that if a kid hadn’t caught up by grade 6 they’ll never catch up can just stop. I agree that math is beautiful and intriguing. If I’d been told there was not one right way to do things and that puzzling through a question was the most important work, I think I’d have become a mathematician earlier.

At the end you said, “Imagine what we can achieve when parents, teachers and children work together.” That parents would need to supplement math instruction at home was another point the trolls tried to make….AS IF THATS A SIGN OF WEAKNESS! Well, the people I know who do math around the kitchen table during dinner are some of the most interesting people I know.

Ok…that was a long reply. Here’s the short version: I love this post and it got me thinking. ]]>