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Building Bridges: Helping Students Move Between Concrete, Representational and Abstract Models
What is the difference between a student who gets the right answer and a student who understands the mathematics? The answer lies in how flexibly they can move between different ways of representing mathematical ideas and how well they understand the connections between those representations.
Embracing the "Least Dangerous Assumption" in Inclusive Math Education
In the world of education, educators’ assumptions are the invisible architects of a student’s future. When we walk into a classroom, what we believe a student can do often dictates what we allow them to try.
The Power of “Adjust Your Thinking”: Reclaiming Adaptive Reasoning in Mathematics Classrooms
Question → Answer. Question → Answer. Question → Answer. “My students don’t know how to problem solve. They don’t have any stamina when it comes to solving a complex problem. They can’t think their way out of a cardboard box!”
Models & Manipulatives: Turning Mathematical Ideas Into Concrete Experiences
Published: February 5, 2026
Making Small Group Math Intervention Both Meaningful and Manageable
Published: January 23, 2026
A Manageable Approach to Math Menu Feedback
CHRIS SINGLETON & ASHLEY MARLOW Published: January 8, 2026
Meet your New Partner in Math Intervention: The AI Math Coach Intervention Assistant
Published: December 19, 2025
Meet your New Math Coaching Partner: The AI Math Coach Pedagogy Assistant
Published: December 8, 2025
