interviews Archives - MARILYN BURNS MATH

Division

A Lesson Designed Around One Problem—100 ÷ 3

Did I teach an entire division lesson focused on just one problem? Yes! From giving many hundreds of interviews where students solve problems mentally, we’ve learned that solving 100 ÷ 3 is often a challenge. After recently interviewing and hearing two answers for 100 ÷ 3 that I’d never heard before, I taught this lesson.

Marilyn BurnsDecember 9, 2024

General Interest Interviews One-on-One Listening to Learn Number and Operations Numerical Reasoning

What’s the Difference Between a Number Talk and a Lesson?

This is a question that I’ve thought about for a while. It seems that I embrace the same pedagogical approach with both, but I know there are differences. I think I have some clarity now. Read on.

Marilyn BurnsJune 5, 2023

Fractions General Interest Interviews One-on-One Listening to Learn Numerical Reasoning Videos

What Was Adrian Thinking?

When asked in a Listening to Learn interview which fraction was greater, it was clear to Adrian that 5/6 was greater than 1/4. His explanation, however, was anything but clear. Listen to Adrian reason and learn how I used this video in a class lesson.

Marilyn BurnsFebruary 19, 2023

Addition Assessment General Interest Interviews One-on-One Listening to Learn Number and Operations Numerical Reasoning Subtraction Videos

What Was Rebecca Thinking?

Rebecca solved 7 – 3 by adding, demonstrating the important numerical reasoning strategy of applying the inverse relationship between addition and subtraction. Read about what happened when I used the video clip of Rebecca in a class lesson.

Marilyn BurnsApril 10, 2022

General Interest Interviews One-on-One Listening to Learn Mental Math Multiplication Number and Operations Numerical Reasoning Silent Math

What Was Nathan Thinking?

In a Listening to Learn interview, Nathan knew from memory that 6 x 5 equals 30. He explained to Rusty Bresser, "So, 6 divided by 2 equals 3, and you just add a zero behind it." Here's a suggestion for using that video clip in a lesson and what happened in two different classes.

Marilyn BurnsFebruary 22, 2022

Assessment General Interest Interviews One-on-One Listening to Learn Mental Math Numerical Reasoning

Nine Ways to Have Deeper Conversations with Students about Math

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.

Marilyn BurnsJune 8, 2021

General Interest Interviews One-on-One Listening to Learn Place Value

How I Got Hooked on One-on-One Math Interviews

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.

Marilyn BurnsMay 25, 2021

Estimation General Interest Interviews One-on-One Listening to Learn Mental Math Multiplication Number and Operations Numerical Reasoning

Two Students . . . Two Different Ways of Reasoning

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.

Marilyn BurnsMay 11, 2021

interviews Archives - MARILYN BURNS MATH

A Lesson Designed Around One Problem—100 ÷ 3

What’s the Difference Between a Number Talk and a Lesson?

What Was Adrian Thinking?

What Was Rebecca Thinking?

What Was Nathan Thinking?

Nine Ways to Have Deeper Conversations with Students about Math

How I Got Hooked on One-on-One Math Interviews

Two Students . . . Two Different Ways of Reasoning

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interviews Archives - MARILYN BURNS MATH

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