Math Leadership
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Disequilibrium

Posted by Bank Street on Friday, Jan 13, 2017

By Jannet JangGrade 1 Classroom Teacher Although I briefly encountered Jean Piaget’s concept of disequilibrium in my undergraduate studies, I never related it to my own learning experiences. It had always been ingrained in me to equate disequilibrium with failure. This is partially because of the values my teachers and ...


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On Coaching Myself

Posted by Bank Street on Wednesday, Jul 27, 2016

By Deepa BharathConsultant at Math Solutions   After having been a teacher for eleven years, I stepped into the role of math coach. As I worked to earn the trust of my colleagues and build relationships, it took me a while to understand and become effective in my role. However, ...


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Understanding and Joy: Reflections from a Math Learner

Posted by Bank Street on Tuesday, Feb 9, 2016

By Emilia Levitas  Literacy Specialist at Midtown West  For the first time in many years, solving math problems this semester brought me joy. As a graduate student in the Math for Teachers course at Bank Street, learning to teach mathematics for understanding rather than just computational proficiency required stepping back ...


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What does it mean to be done?

Posted by Bank Street on Thursday, Dec 3, 2015

by Michael P. CassaroPosture Educational ConsultantsMetamorphosis Teaching Learning Communities   You’ve heard this before. Someone across the room finishes the fact sheet, solves the problems, gets the answers and - SLAM. Done! While we could chalk this comment up to a person’s lack of impulse control, a more patient questioning ...


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Classroom Math Games: Fluency, Precision, Strategy Development & Fun!

Posted by Bank Street on Tuesday, Oct 20, 2015

by Miryam AlterTeacher and Math CoachManhattan Day School What student is not excited by the prospect of playing while learning? Let’s take advantage of that excitement and introduce math games into the classroom! Math games encourage fluency, precision, and development of strategies. They present students with the opportunity to share ...


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Families & Fluency

Posted by Kathleen Loua on Wednesday, Jul 15, 2015

When I read Abby Gordon's blog post in May (Timed Tests and Fact Fluency), it prompted me to think closely about the word “efficiency.” And while it is surrounded by other great words in NCTM’s Principles and Standards definition of fluency, such as accuracy and flexibility, efficient gets all the ...


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Engaging Parents in the Mathematical Process

Posted by Chloe Hensold on Monday, Jul 6, 2015

The small independent school where I work recently transitioned to a math program that focuses strongly on concepts and processes. During the transition, it became apparent that parent education would be an important piece of our program’s success. Many parents of our students learned math in a very procedural way. ...


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Understanding & Implementing Change

Posted by Bank Street on Monday, Jun 8, 2015

As I near the end of my first year as math chair at a preK-12 school, I have begun to reflect upon the year’s experiences. In our lower and middle school, all but a handful of teachers have moved into and embraced Math In Focus, a math program new to ...


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Timed Tests & Fact Fluency

Posted by Abby Gordon on Monday, May 4, 2015

Math teachers at my school, a progressive preK-8 school in Philadelphia where I work as a math specialist, are struggling with the role of timed tests in measuring fact fluency. This is a common struggle for math teachers. Of critical importance is how we define fluency. NCTM’s Principles and Standards ...


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Welcome to the Math Leadership blog!

Posted by Marvin Cohen on Wednesday, Apr 1, 2015

We invite you to our blog about math learning and teaching. This is a place to share your professional passions, challenges, and experiences around math and leadership. Get in touch and let us know that you are still checking in on your Bank Street email. Better yet, sign up to ...


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