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Math as a Creative Force
122 members • Free
10 contributions to Math as a Creative Force
Feb 10 •
The most important technology in the room
This week I've been wrestling with a "this, not that" phrasing. This is an attempt to create narratives for teaching that lead with the idea that we want more of these stories and fewer of the others. What grounds this are the following thoughts: -Technology doesn’t replace teachers. It reveals what teachers were always doing that mattered. -When students explain, justify, notice, and argue—they are doing work no system can automate. Not because it’s inefficient. But because it’s human. -AI may scale information. EdTech may scale access. But classrooms still scale attention, judgment, care, and meaning—through people. Closing Reflection: Finish this sentence honestly: “In my classroom, the most important technology is ________.” (No right answers. Just noticing.)
1 like • Feb 19
For me, the most important technology in the room is still the human mind. Tools can support learning, but they cannot replace the moment when a student pauses, thinks, explains, or changes their understanding through dialogue.
Feb 16 •
A Reflective Week: How Do You Use AI in Your Classroom as Part of the Teaching Community?
The purpose of this week's theme and posts will be to deepen our community's reflection on how teachers are actually using AI in classrooms (not just talking about it), and to connect those real experiences to our overall themes of agency, pedagogy, and reflective practice.
3 likes • Feb 19
Reading this article felt very personal to me. As a mathematics teacher, I often feel that so much time goes into tasks that take us away from what truly matters: designing meaningful learning experiences and being present for our students’ thinking. I appreciated how the teacher described using AI to regain that space and focus more intentionally on pedagogy. In my own practice, I see AI as a support tool, not a replacement for professional judgment. It can help me refine a problem, explore different approaches, or adapt tasks, but what truly matters is how it impacts students. When I have more time and clarity to design thoughtful experiences, students participate more actively, ask deeper questions, and build confidence in their reasoning. For me, AI is valuable when it strengthens deep learning and student agency. It is not about automating teaching, but about creating more space to teach with intention and purpose.
Jan 26 •
Quick Poll to start the week
When math feels productive in your classroom, students are mostly…
Poll
10 members have voted
1 like • Jan 29
For me, math feels most productive when students can explain what they are doing and why they are doing it. It’s not just about following steps or memorizing procedures, but about expressing their thinking, justifying their ideas, and making sense of the math.When students can explain their reasoning, it shows real understanding and deeper learning.
0 likes • Feb 2
@Kevin Berkopes The main difference is that explaining requires more careful thinking. When students only “do,” many are simply following steps; when they explain, they have to understand what they are doing. Even when they make mistakes, the error becomes an opportunity for learning.
Jan 30 •
What lingering here is teaching us
By staying with this question for two weeks, a few things are becoming clearer: - Sensemaking often shows up quietly before it shows up correctly. - When students are asked to notice, uncertainty increases—but guessing decreases. - What we attend to as teachers shapes what students believe math is. None of this requires new standards or new curricula. It requires learning to see thinking—in ourselves and in our students. Closing Reflection: What is one small shift you’re now curious about trying: - a different opening question? - more wait time? - asking students what they noticed before showing a method? Share it below—not as a promise, just as a possibility. Next week, we’ll turn our attention to how teachers develop the skill of noticing student thinking—and why that skill changes everything.
0 likes • Feb 2
A small but important change has been giving students more wait time and resisting the urge to step in too soon.
Feb 2 •
AI, EdTech, and the Irreplaceable Human in the Room
We’ve been talking about sensemaking and noticing. This week, we widen the lens. AI systems are now talking to one another. EdTech is booming—and increasingly under scrutiny. And classrooms are being asked, implicitly or explicitly: What kind of thinking do we want humans doing now? This week is not about rejecting technology. It's about clarifying what cannot be automated.
1 like • Feb 2
As a mathematics teacher, my main concern is not students’ use of technology, but the type of thinking they practice less because of it. I increasingly see students struggle to stay with a problem, learn from mistakes, and trust their own reasoning without immediate support. In mathematics, learning depends on this slower, deliberate thinking. The human classroom remains essential because it protects the time and space where students learn to reason and make decisions.
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@eliana-reyes-8216
Mathematics educator. Passionate about connecting creativity, learning, and critical thinking.
Active 135d ago
Joined Jan 17, 2026