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
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
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
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
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
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
