# Unit Construction

### Down the Rabbit Hole

“The rabbit-hole went straight on like a tunnel for some way, and then dipped suddenly down, so suddenly that Alice had not a moment to think about stopping herself before she found herself falling down a very deep well.” ― Lewis Carroll, Alice’s Adventures in Wonderland Alice had it easy. In a recent colleague’s blog,… Continue Reading

### From Theory to Practice

Do you remember back in school when you were given a research project at the beginning of the year and told that it wouldn’t be due until the end of the year? I do. I wasn’t sure whether I should be happy or terrified. On the one hand I felt relief since I didn’t have… Continue Reading

### Why Teach Using Centers?

Have you ever seen a fellow teacher running math centers and wondered how they could pull it off? I used to think that if I tried, chaos would erupt all over the room and it would end in disaster. This past spring I was able to run some math centers in a first-grade classroom. It… Continue Reading

### Really? You’re Still Counting? (Part 2)

Counting.  Nothing in mathematics gives us more of a return on our investment. In my previous blog, we briefly looked at beginning counters, who start with rote counting and then move on to count concrete items.  To understand the background of what will follow, I recommend that you read the May 23rd, 2018 blog. Before… Continue Reading

### Choosing a Task based on the Math of Students (part 2)

In my last blog I talked about tasks I chose for my students based off of their mathematical thinking. I was able to do that because the research on student adaptive pedagogy developed a progression that allowed me as a teacher to look for some classic behavior. Last time I wrote about students who use… Continue Reading

### Seven Blind Mice

“A snake!” “A tree!” “A spear!” All are descriptions of the same item.  Do you know what it is? Have you read Ed Young’s children’s story about the adventures of seven blind mice? Adapted from an old Indian fable about several sojourners and an elephant, Young crafts a wonderfully simple and elegant tale of how… Continue Reading

### It CAN Be Done!

Here they came. As I sat at the kidney table in a first-grade classroom I began to sweat a little. I had just called over a small group of students. They were coming, including Lincoln (pseudonym). This boy had been challenging me since I began working with him. He sought attention, but never for positive… Continue Reading

### Really? You’re Still Counting? (Part 1)

Counting.  Nothing in mathematics gives us more of a return on our investment. In my work, I have heard educators unwittingly dismiss the significance of counting with phrases like “they were JUST counting” or “we finished counting as quickly as possible so we could focus on fluency”.  The evidence is noticeable in the classroom as… Continue Reading

### Counting and Fingers

This past week I had the opportunity to work with a kindergarten classroom. This is a class that my co-worker has been working with weekly in a small group setting. I was cleaning up our small group materials when I observed the classroom teacher gathering her students on the carpet for a whole group activity… Continue Reading

### Choosing a Task based on the Math of Students (part 1)

In my last blog post, I talked about how Student Adaptive Pedagogy allowed me to meet the diverse needs in my classroom in a way that left my students and me feeling empowered. They were empowered as mathematicians, and I was empowered to use their math to support their academic growth. I mirrored teaching math… Continue Reading