I found this article from The New York Times really interesting and important. ou can read it for free. www.nytimes.com/2026/06/08/o...
Work from 3rd graders. The lowest answer was the winner. Both selected the correct player, but one for the wrong reason! Answers are only the starting place -- how they reason is so important.
New Blog Post:
Planning From Student Work: What? --> So What? --> Now What
In February, I gave a webinar for TERC's Forum for Equity in Elementary Mathematics. In this blog post, I share the main ideas from "Using Insights about Student Thinking to Shape Classroom Expereinces."
A lesson in probability! You can read this free without a subscription. www.nytimes.com/interactive/...
I often have used chocolate bars as a context for teaching fractions, but I'm flummoxed about this one. Thoughts?
Interesting article: time.com/article/2026...
I never heard of Tony. I love him already.
Marilyn Burns
Marilyn Burns
In February, I gave a webinar for TERC's Forum for Equity in Elementary Mathematics. I was honored to be invited to speak -- it's an impressive lineup! -- and Karen Economopoulos and I conceived of my talk as a direct follow-up to Marilyn Burns' December session, "Reasoning: The Essential Foundation for Building Students’ Understanding." Marilyn explored numeracy through the lens of clinical interviews with elementary students; my talk would take up the question of what to do once we've learned about student thinking.
My undergraduate advisor Robert Davis told us (& I'm paraphrasing): When the moon is full, you can see the man in the moon. Look again. Can you also see the rabbit in the moon? Then it's possible to see many more things in the moon. Keep that in mind sheet you're teaching your students.
Now I'm wondering about if it's a good problem for kids and, if so, what grade.
Michael Pershan
Marilyn Burns
We teach the wrong math, tested in the wrong way, writes Ted Dintersmith.
