A common concern that teachers often bring up is that their students solve number tasks mentally by ‘visualising’ the vertical algorithm. I’ve been asked a couple of times in the last month or so, How do I stop, or discourage my students from using a vertical algorithm?
Considering ‘Tetris’. Mark Scott, Secretary of the NSW Department of Education (DoE), was recently part of a collaboration between The Sydney Morning Herald (SMH) and the NSW Education Standards Authority (NESA) in a get-together titled ‘Schools Summit – Future frameworks for challenging times’…
Missed MANSW’s Primary And Middle years K-8 conference on Saturday? Here are some reflections of the day.
Sometimes the best way to get faster is to slow down. This is exactly what we as teachers should be doing to improve students’ mathematical fluency.
Representing student thinking needs to happen in-situ and needs to be negotiated with the students.
If learning is an active process, what does that mean for me as the teacher and what is my role in the classroom?
Our work in literacy does not have to have our students tied to a desk, involved in tedious or mind-numbingly repetition and practice.
How can we utilise mathematics teaching strategies in English? This blog explores flipping Number Talks to Letter Talks and other strategy sharing ideas.