In order to develop every student’s mathematical proficiency, leaders and teachers must systematically integrate the use of concrete and virtual manipulatives into classroom instruction at all grade levels (NCSM, 2013). Virtual manipulatives can be used as a part of the Concrete-Representational-Abstract (C-R-A) learning cycle. These manipulatives are important tools for teacher modeling and demonstration, andRead More Virtual Manipulatives: Powerful Tools to Build Conceptual Understanding in Mathematics

## Problem Solving for All Students

Problem solving plays an important role in mathematics and should have a prominent role in the mathematics education of K-12 students (NCTM, 2010). The VDOE’s Math Standards of Learning focuses on five process goals; one of which is Mathematical Problem Solving. Mathematical Problem Solving Students will apply mathematical concepts and skills and the relationships amongRead More Problem Solving for All Students

## Are your students Writing About Mathematics? Or, are they Engaged in Mathematical Writing?

Teachers have received limited guidance about writing during math instruction (Casa, Evans, Firmender, & Colonnese, 2017). Because of this, it is important to distinguish between writing about mathematics and mathematical writing. Writing about mathematics prioritizes the learning of literacy; but mathematical writing emphasizes mathematical reasoning (Casa, et al., 2017). This type of writing includes text,Read More Are your students Writing About Mathematics? Or, are they Engaged in Mathematical Writing?

## 2016 Mathematics Standards of Learning Resources

Resources Available for the NEW 2016 Mathematics Standards of Learning During the spring of 2017, the Virginia Department of Education held several Math SOL Institutes across the state to support the implementation of the new 2016 Math Standards of Learning. During these sessions, participants deepened their understanding of the 2016 Math SOL Standards by reviewingRead More 2016 Mathematics Standards of Learning Resources

## Using Number Talks to Build Fact Fluency

Number sense is the foundation for all higher-level mathematics (Feikes & Schwingendorf, 2008). But when students focus on just memorizing facts they often do so without number sense, which means they are very limited in what they can do and are prone to making errors (Boaler, 2015). The more we emphasize memorization to students theRead More Using Number Talks to Build Fact Fluency

## Math Mindset

Jo Boaler (2013), a Mathematics Education Professor at Stanford University, describes a fixed mindset as the belief that either you’re smart or you’re not. On the other hand, a growth mindset is the belief that intelligence and smartness can be learned and that the brain can grow from exercise (Boaler, 2013). Teacher attitudes and mindsetRead More Math Mindset

## Using Number Talks to Build Fact Fluency

Number sense is the foundation for all higher-level mathematics (Feikes & Schwingendorf, 2008). But when students focus on just memorizing facts they often do so without number sense, which means they are very limited in what they can do and are prone to making errors (Boaler, 2015). The more we emphasize memorization to students theRead More Using Number Talks to Build Fact Fluency