The 12 Most Important Things You Can Do to Be a Better Math Teacher

1. The 12 Most Important Things You Can Do to Be a Better Math Teacher Marilyn Burns, Journal: Instructor, April 1993, 28-31.

2. Number 1 • Set the expectation for your students: Do only what makes sense to you. • There is no place for children doing mathematics by rote. • Students must be able to explain • The purpose for what they are doing • The logic of their procedures • The reasonableness of their solutions

3. Number 2 • Have your students explain their reasoning in all instances • Probe children’s thinking when they respond • Ask “why” questions; “explain” questions • Ask for other explanations, different ideas. • Asking for explanations forces children to organize their ideas • Ask for explanations at all times, whether incorrect or correct.

4. Number 3 • Encourage children to talk to one another during math class • Interaction maximizes children’s opportunities • To talk about their ideas • Get feedback for their thinking • Hear other points of view

5. Number 4 • Make writing an integral part of math learning • Children have to revisit their thinking and reflect on their ideas. • Gives teachers a way to assess how their students are thinking and what they understand • [Expectations must be geared to the developmental level of the child] • Helpful to write prompts for students to use to get started

6. Number 5 • Embed math activities in contexts • Helps mathematics come alive • Gives students access to otherwise abstract ideas • Real life examples • Imaginary situations (e.g., children’s literature)

7. Number 6 • Use manipulative materials whenever possible • Gives children hands-on experiences for grabbing onto mathematics ideas • Can serve in several ways: • Introduce concepts • Pose problems • Serve as tools to figure out solutions • Available to students in every grade

8. Number 7 • Bring the quality and richness often apparent in students’ writing and art into their math work • Find ways to make math lessons and assignments intriguing, rich, and motivating • (as they are in other curriculum areas) • Give students the chance to use their creativity in mathematics.

9. Number 8 • Make calculators available to all students at all times • Calculators are valuable tools for doing laborious math computations • Eliminate the drudge of complex calculations • Solve problems might otherwise not tackle • Calculators are not a replacement for student thinking • What buttons to push, reasonableness of answer, what to do with results all critical skills.

10. Number 9 • Let children push the curriculum rather than having the curriculum push the children • Choose depth over breadth • Student understanding is key • Doesn’t always happen according to the schedule • There is value in staying with a topic children are interested in; pushing more deeply • [Must address expectations; do creatively]

11. Number 10 • Keep an eye out for instructional activities that are accessible to students with different levels of interest and experience • Search for activities that can engage children who have the least mathematical experience while challenging students with the most experience. • [takes time, a thoughtful eye] • [go to workshops, ask colleagues, check out the web, join math education organizations, check out publications]

12. Number 11 • Remember that confusion and partial understanding are natural to the learning process • Learning should be viewed as a long-term goal • Children won’t learn at the same time • Children won’t get the same message from lessons • Environment should • Reinforce belief that errors are opportunities for learning • Support children taking risks without fear of failure or embarrassment

13. Number 12 • Take delight in students’ thinking • Encourage students to think in different ways • Encourage participation in sharing of ideas • Learn about individual students’ thinking • Send the message more than one way to look at any problem or situation