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Math as a Creative Force
123 members • Free
5 contributions to Math as a Creative Force
Jan 5 •
🧠 Where Procedures Break Down
Think about a recent lesson where students followed steps but didn’t seem to understand what was happening. What was missing—attention, meaning, or judgment? Drop a sentence or two below. No need to explain or solve it yet.
1 like • Jan 6
@Kevin Berkopes that was last year. For this year when we get to the trig unit, I am going to include more visuals and definitely some animation from the beginning
0 likes • Feb 14
Came back to see this comment. Since my students just started the trig unit. The unit circle ⭕️ was fun activity to build together. And used desmos-amplify interactive activities to help with active visuals “manipulative”.
Feb 14 •
Part of the teaching team
Next week, we’ll look at how teachers learn to work alongside AI—not as operators, but as designers of thinking environments. Excited to engage with all the new members in the community. We are up to 70 collaborators now!
1 like • Feb 14
There are so many AI tools at the moment. I’d like to read how teachers utilize them efficiently to assist with learning.
Jan 19 •
Student Thinking and Teacher Noticing
The Core Tension This Week: “I know something isn’t landing… but I don’t always trust myself enough to stop, ask, and change course.” Students are always making sense of mathematics—even when their answers are incorrect. Teachers as well are always making sense of mathematics-- even when our work feels strained. Teaching is not about correcting first, but seeing first. Reframe - Student errors are not failures - They are signals - Signals of what students think the goal of the task actually is Teacher Identity Move Noticing by a teacher is not a soft skill. It is a professional competence. You have it, how can we accelerate its impact on your students and the learning environments that you build?
3 likes • Jan 19
Small group discussions can help bring any misconceptions to the surface. So the teacher can then address it with the whole class.
Jan 13 •
What are Standards Actually Asking For?
Read a standard you’re currently teaching. Now answer honestly: - Does this standard require exposure? - Or does it require transfer, judgment, or reasoning? Which part gets the least time in your classroom—and why?
1 like • Jan 15
Mathematical standards ask for a higher level of thinking. “ explain, justify, model..” Think of Bloom’s taxonomy. The uncomfortable truth that a lot of teachers feel is that our students can only succeed when the questions seem familiar. so we try to expose them to as much new questions and as many as possible. and that is great if we have infinite amount of time. Therefore Procedural fluency is efficient. And we get a more immediate return on our investment. Reasoning takes time and is risky if there is no follow through.
Jan 15 •
What Would You Cut?
Imagine you had one fewer week in this unit. Be honest: - What would you cut? - What would you protect at all costs? What does that choice say about what you believe matters most?
1 like • Jan 15
Q1) I would cut out "redundant practice" once students can demonstrate understanding /mastery. Q2) I would protect formatives checks the core concepts and necessary skills especially the skills that students will need to proceed in the next units/ grade level. Q3) I value understanding and comprehension, and that math class is about developing students who can reason and explain and transfer ideas. Class time is not just busy work that has low yields for students.
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@monalisa-mk-1697
Passionate Math educator from Illinois by day. Chocolate enthusiast who enjoys British comedy by ….. also day 😇
Active 35d ago
Joined Dec 29, 2025