by Michelle Walton

For those who do not have a copy of the book to read chapter one (yet)….here is my thinking:
After reading the first chapter of Young Mathematicians at work, I realize how much we all have to learn. Being the facilitator, rather than the teacher who follows the textbook or the teacher resource when we showed students how to DO math, is overwhelming. There is so much educators need to know in order to create an appropriate task and then ask the right questions. As teachers, we must know what the big ideas are with regards to mathematical development. We have to understand where students are in relation to the strategies they choose and which models will support them in their developmental stage.

Thus, overwhelming! This is where resources such as, Guides to Effective Instruction, the curriculum, and other resources from the researchers we have explored in our mathematics leadership network, are so important for us to learn from to continually expand our knowledge of mathematics for teaching (KM4T). Still, I agree that “if learning doesn’t happen, there is no teaching.” pg. 1 YMAW.

Other quotes from chapter one that really emphasize and support the above:

Teachers need to have:
An understanding of development; know the development of mathematical ideas (knowledge of the structure of mathematics); know how children come to understand different mathematical ideas; frame problems contextually; know and recognize the important landmarks: strategies, big ideas, and mathematical models; understand that learning and teaching are connected.


Featured image by Damien Zaleski on Unsplash