How might we facilitate experiences where learners write expressions in equivalent forms to build foundations for writing and solving equations? How might we concurrently facilitate meaningful mathematical discourse so that students develop...

Leading Teachers to Impact Student Learning, Part 4: Math Specialist as Perseverer This blog post is the fourth (and final!) entry in a series based on a talk I have given at NCSM 2016, AMTNJ 2016, AAMT 2017, and the T3 International Conference 2017...

Leading Teachers to Impact Student Learning, Part 3: Math Specialist as Learner This blog post is the third in a series based on a talk I have given at NCSM 2016, AMTNJ 2016, AAMT 2017, and the T3 International Conference 2017 about growing teacher...

Leading Teachers to Impact Student Learning, Part 2: Math Specialist as Modeler or Model Illuminator This blog post is the second in a series based on a talk I have given at NCSM 2016, AMTNJ 2016, AAMT 2017, and the T3 International Conference 2017...

Leading Teachers to Impact Student Learning, Part 1: Math Specialist as Growth Advocate This blog post is the first in a series based on a talk I have given at NCSM 2016, AMTNJ 2016, AAMT 2017, and the T3 International Conference 2017 about growing...

Seriously, y’all. I can’t even. I am so honoured to have been invited to speak at the upcoming CSforAll Summit 2017 at Washington University in St. Louis, MO on October 17, 2017! What is the CSforAll Summit? From their website: The CSforALL Summit...

This is Part 1 of a three part blog series exploring structures for building a community of learners in professional development sessions. Parts 2 and 3 are coming soon…! How might we purposefully launch professional development sessions so as to...

How does it feel different to experience a problem string as a teacher learner versus planning to lead a problem string as the teacher facilitator? How might we, as teacher leaders and instructional specialists, support teachers in this work of...

How might we use open-ended questions to provide access for all students? How might these questions draw out a broader perspective of mathematics than what students typically associate with math? My team and I have been integrating Math Talks into...

Making the transition from a rows-of-desks classroom to a tables-for-group-work classroom was a pivotal moment in my teaching career. I was excited for students to share their thinking as they talked about and learned mathematics and science. I was...

Toni and I led a number of 4-day Teaching Computer Science with TI-Nspire Technology workshops across the state of Texas this summer. Many of the sites offered days 1 and 2 consecutively, followed by days 3 and 4 at a later date. Sometimes day 3 of...

Want to create digital versions of your own Foldables for use in your classroom or during professional development sessions? The process is so easy! Read on for an illustrated step-by-step tutorial. With a little bit of practice, you can whip up a...

How might we help learners synthesize important computer science topics (including vocabulary, structures, and techniques) using Foldables? How might these three-dimensional graphic organizers help learners consolidate their learning, while also...

How might we use a Math Talk to help students connect fractions and a host of two-dimensional geometry concepts? How might this same Math Talk take learners into “a broad mathematical terrain of interconnected concepts, procedures, representations...

How might we use a Math Talk to help students connect fractions and a host of two-dimensional geometry concepts? How might this same Math Talk take learners into “a broad mathematical terrain of interconnected concepts, procedures, representations...