The Math Learning Center Blog

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Meet Jennifer Givens What grade do you teach? (Or what is your title or role?) I am the Title 1 resource teacher and support grades K–2 in math and ELA. I plan with teachers, and co-teach and conduct small group interventions. What school, district, or institution do you work for? Location? I work for Baltimore County Public Schools at Halethorpe Elementary School. Who inspired you to become an...
Amberlee Cooper, Content Marketing Manager
ROUNDING UP: SEASON 2 | EPISODE 9 What are the habits of mind that educators can adopt to be more responsive to our students' thinking? And how can we turn these habits of mind into practical steps that we can take on a regular basis? Dr. Kim Morrow-Leong has some thoughts on this topic. Today, Kim joins the podcast, and we'll talk with her about three mental shifts that can profoundly impact...
Mike Wallus, Vice President for Educator Support
ROUNDING UP: SEASON 2 | EPISODE 8 There’s something magical about getting lost in a great story. Whether you’re reading a book, watching a movie or listening to a friend, stories impart meaning and capture our imagination. Dr. John Staley thinks a lot about stories. On this episode of Rounding Up, we’ll talk with John about the ways he thinks that the concept of story can impact our approach to...
Mike Wallus, Vice President for Educator Support
Meet Sandra Morassutti What grade do you teach? (Or what is your title or role?) I currently teach grade 2/3 French immersion. What school, district, or institution do you work for? Location? I teach with the Toronto Catholic District School Board which is located in Toronto, Canada. Who inspired you to become an educator? My mom! She always knew I worked well with children and encouraged me to...
Amberlee Cooper, Content Marketing Manager
ROUNDING UP: SEASON 2 | EPISODE 7 For quite a few adults, fractions were a stumbling block in their education that caused many to lose their footing and begin to doubt their ability to make sense of math. But this doesn’t have to be the case for our students! Today on the podcast, we’re talking with Dr. Susan Empson about big ideas in fractions and how we can make them more meaningful for our...
Mike Wallus, Vice President for Educator Support
Meet Ivette Carnota-Costa What grade do you teach? (Or what is your title or role?) I am a 2nd-grade bilingual teacher. What school, district, or institution do you work for? Location? I teach in Plainfield Elementary School, District 62, Des Plaines, Illinois. Who inspired you to become an educator? I was inspired by my elementary teacher (the same teacher from 1st to 3rd grade). I still remember...
Amberlee Cooper, Content Marketing Manager
ROUNDING UP: SEASON 2 | EPISODE 6 One of the most important shifts in students’ thinking during their elementary years is also one of the least talked about. I’m talking about the shift from additive to multiplicative thinking. If you’re not sure what I’m talking about, I suspect you’re not alone. Today, we talk with Dr. Anderson Norton about this important but underappreciated shift. More...
Mike Wallus, Vice President for Educator Support
ROUNDING UP: SEASON 2 | EPISODE 5 At their best, programs with titles such as “gifted and talented” seek to provide enrichment to a subset of learners. That said, these initiatives can have unintended consequences, sending messages about which students are (or are not) capable doers of mathematics. What if there was a way educators could offer problems that extend grade-level learning to each and...
Mike Wallus, Vice President for Educator Support
ROUNDING UP: SEASON 2 | EPISODE 4 Teaching is a complex and challenging job. It’s also one where educators experience moments of deep joy and satisfaction. What might it look like to build a culture of joy in an elementary mathematics classroom? Michigan State professor Amy Parks has some ideas. Today on the podcast we explore ways educators can construct joyful experiences for their young...
Mike Wallus, Vice President for Educator Support
ROUNDING UP: SEASON 2 | EPISODE 3 When we say students are engaged in a discussion or a task, what do we really mean? There are observable behaviors that we often code as engaged, but those are just the things we can see or hear. What does engagement really mean, particularly for students who may not verbally participate on a regular basis? More Episodes RESOURCES Supporting Elementary Mathematics...
Mike Wallus, Vice President for Educator Support