Teacher Created Materials

As a math educator, how often do we hear students stating, “I know how to do this”? Read more to find out how changing one word in the statement “I know how to do this” assesses multiple knowledge domains and unveils a student’s comprehensive understanding of a concept.

Changing classroom routines and instructional practices can be challenging. Implementing games can make it easier and enjoyable for teachers and students! Here’s how mathematics games can help launch change and address state standards and demands for mathematical rigor.

“We covered it,” goes the familiar expression, “but they just didn’t learn it.” Crucial skills deserve something better than coverage. To improve early math outcomes and math outcomes for life, we must learn to understand the principles of informed instruction that lead to competency.

Schools have been attempting to cram more and more content into a typical teaching day, and asking children to learn overwhelming content at younger and younger ages, without taking the time to build the foundational skills needed for learning or behavioral success. Let’s consider a different approach.

In order to meaningfully implement the Standards for Mathematical Practice, teachers need a reasonable and manageable place to begin. We suggest concept games! Mathematics games link the Standards for Mathematical Practice with research-based instructional strategies and conceptual understanding.

Can students think, negotiate, and strategize as mathematicians do? The learning experiences created in the Common Core classroom must concurrently enable students to understand the content and to see themselves as mathematicians. Here’s how you can prompt your students to use mathematical practices while solving problems!