I love incorporating children’s books into math lessons. Since most of my teaching focuses on math, it’s a treat for me to read a book aloud to a class. After the students have a chance to enjoy the story and respond to the illustrations, then I use the book as a springboard for a math lesson.
Over the years, I’ve collaborated with Lynne Zolli and Patty Clark on a variety of math education projects. For this blog, we worked together to share our thinking about how Listening to Learn math interviews can serve teachers and students.
David Brooks wrote an opinion column in The New York Times on November 19, 2020, “Nine Nonobvious Ways to Have Deeper Conversations.” K–5 math wasn’t his focus or even hinted at in his message, but his suggestions jumped out at me as useful and important for connecting with students.
Yes, that’s a photo of me, taken about 30 years ago when I was conducting my first ever math interview. That was an extraordinary experience. It dramatically shifted my professional focus and, after all these years, has finally resulted in Listening to Learn, a digital interview tool to help K–5 teachers learn about how their students reason.
On Wednesday, May 5, 2021, I posted the sixth in my Wednesday Twitter series of video clips from Listening to Learn math interviews. The response to this Tweet amazed me―it received over 100,000 impressions! I was appreciative of the many supportive and insightful replies. Read more.
Asking students to solve problems mentally, without paper and pencil, is always revealing and often surprising. I thought that asking students to solve 100 ÷ 3 would be sort of a slam dunk. My, was I wrong!
I’m often surprised by what I learn when I interview students. Watch this 46-second video clip of Jonah solving 100 ÷ 3. Then read how I used the clip in a lesson with a class of fifth graders, and also read the letters the students wrote to Jonah.
Last year, I agreed to meet with a friend’s sixth-grade son. Oscar’s math teacher had raised an alarm for my friend and her husband about Oscar’s math progress. They were shocked. Oscar did his homework and was proficient with paper-and-pencil math. What was the problem?
Place value is one of the most important foundational concepts about our number system. Watch my assessment interviews of second graders and learn how you can find out what your students understand about place value.
How much is 12.6 × 10? This is a question from the Math Reasoning Inventory (MRI) decimal assessment. What do you think were the most common incorrect answers given by the more than 7,800 students who figured out the answer in their heads? And what about the boy who answered, “One hundred twenty and thirty-fifths?”