.png?width=2000&height=675&name=2023%20ALN_standard-red%20(3).png "All Learners Network logo")
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Why Should Educators Use Math Menu?
Marilyn Burns was one of the first in the math education field to talk about using Math Menus. She identified three big questions that teachers consistently ask:
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Exploring 4 Categories of Number Sense Routines
The first five to fifteen minutes of a math block set the tone for discourse and engagement during math class. At All Learners Network (ALN)), we refer to this time as Launch. This crucial time helps to position all students as mathematicians, as they lean into number sense routines and conversations. The All Learners Lesson Structure utilizes Launch as a powerful start to its balanced math block.
Playing with Numbers: Early & Joyful Math Interactions
We know that when young children have positive, early experiences engaging with math before kindergarten, it has a positive impact on their mathematical understanding later in school. “Early competence with number has proven to be a predictor of future success in school mathematics into the high school years” (Denton & West, 2002; Duncan et al., 2007; National Mathematics Advisory Panel, 2008). It matters what experiences and opportunities we create for young children to develop joyful moments when investigating mathematical concepts. The evidence is there - it makes a difference. And- man …
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Seven Closure Activities for Your Math Block
Wrapping up a math lesson is an essential component of a balanced math block. All Learners Network (ALN) names this component Closure. Intentional closure in a math lesson is as beautiful as it is powerful. It is as much an opportunity for class connection as it is for individuals solidifying their understanding of what they have learned. Closure is a time when students make math connections and build community while reflecting on their learning. When we talk about helping all students know and believe that they are mathematicians - this is a key part. The All Learners Lesson Structure consist …
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What makes professional learning effective?
Educator professional development is a mixed bag in many school districts. Teachers are exposed to workshops and trainings on topics as diverse as dealing with blood-borne pathogens to content-specific work for individual disciplines. The quality of these programs can vary wildly, as can their applicability for individual teachers. I recently provided a workshop on differentiating math instruction for a group of teachers where half of the participants didn’t teach math, for example. In this short article, I’ll examine two professional development-related questions: When does professional devel …
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Disrupt Tracking in Math Classrooms
We are sorting, separating, and segregating students in the name of support services and differentiation in our education systems. Just consider all the ways students have been sorted into some version of “low, middle, and high” groups this school year.
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Free Math Intervention Resources for Educators & Specialists
Math intervention is a constant topic for many of us in preK-12 education. As an organization committed to supporting math pedagogy so all students can learn math, All Learners Network (ALN) frequently strategizes with districts and schools on how to approach math intervention. We know that for many educators and administrators, the concern for our most vulnerable students is a persistent worry. We get it - we share that worry. Those students are a huge reason we do what we do.
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Countering Teaching Through Telling with 4 Inclusive Math Instruction Strategies
Picture this - a teacher stands at the front of the room. Their back is to you and they are writing an addition problem on the board: 24 + 37. They tell you to do what they are doing. “First, we line up the tens, then we line up the ones.” You copy down the numbers, the symbols, the formula. You write what they write. You do what they do. The day ends and you can do what they do - but you have not developed your mathematical understanding. You have not flexed your own problem-solving muscles. When you are asked to show your thinking or explain your answer - you’re silent. You learned to copy, …
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