How can we offer students a truer and more open conception of mathematics? Part 1: Do creative math.

## Part 6: Scoring with Humility

This is the sixth and final installment of a mini-series on rubric design and use. Be sure to check out the other posts as well as the initial post. Your grades are qualitative data, not quantitative data. Whether you’re using a rubric on a complex task, or assigning a number out of 100 from a … Continue reading Part 6: Scoring with Humility

## Part 5: Teaching with a rubric and teaching the rubric

This is Part 5 of a mini-series on rubrics. Be sure to check out the other parts as well as the intro post. Now we can have some fun. Creating a rubric is indeed hard work. Common indicators help streamline the process, but it still takes time to create and score them. But now that … Continue reading Part 5: Teaching with a rubric and teaching the rubric

## Part 4: Scores, scoring, grades, and grading

This is Part 4 of a mini-series on a rubric masterclass. Be sure to check out the Intro post and subsequent posts. Before we get to it today, I want to offer a bit of a warning: this piece of rubric-land gets very sticky, very fast. It represents the tension between our aspirations as growth-minded educators and … Continue reading Part 4: Scores, scoring, grades, and grading

## Part 3: Defining Proficiency & Moving Outward

This is Part 3 of a mini-series on a rubric masterclass. Be sure to check out the Intro post and subsequent posts. Once we’ve identified our specific and common outcomes, we need to identify specific markers that will indicate where students are on the spectrum of proficiency. In fact, that’s where we get our next little bit … Continue reading Part 3: Defining Proficiency & Moving Outward

## Part 2: Establishing Common and Specific Outcomes

This is Part 2 of a mini-series on a rubric masterclass. Be sure to check out the Intro post and subsequent posts. We've spent the last 5+ years in the math education community advocating for teachers and students to have a growth mindset. We tell students that they can and, in fact, do continue to … Continue reading Part 2: Establishing Common and Specific Outcomes

## A Rubric Masterclass Part 1: Selecting Rubric Worthy Tasks

This is Part 1 of a mini-series on rubrics. Be sure to check out the Intro post and subsequent posts. It took me a while to figure out the whole rubric game. I'll admit, I was relatively anti-rubric in the middle of my career. Maybe that's because I wasn't shown how to construct one. Maybe … Continue reading A Rubric Masterclass Part 1: Selecting Rubric Worthy Tasks

## Math Syllabus Bootcamp Part 4: Anchor Problems. A Hilbert-ian approach to curriculum mapping

In 1900, mathematician David Hilbert famously published 23 as yet unsolved math problems. The problems covered a large swath of math fields. They served as a challenge and inspiration for 20th century mathematicians. I propose taking that same approach to laying out your content units for the year. Most syllabi showcase content via unit titles: … Continue reading Math Syllabus Bootcamp Part 4: Anchor Problems. A Hilbert-ian approach to curriculum mapping

## Math Syllabus Bootcamp Part 2: Smartness. What does it mean to be a mathematician?

In Part 1 of this mini-series, we looked at how we can promote diverse identities in mathematics from the first artifacts students see: you, your syllabus, and your classroom. Here in Part 2, we’ll examine the mathematical habits, behaviors, and skills that ensure students will be able to participate fully. Like with identity, students and … Continue reading Math Syllabus Bootcamp Part 2: Smartness. What does it mean to be a mathematician?

## Math Syllabus Bootcamp Part 1: Identity. Who is a Mathematician?

Part 1: Identity: Who is a mathematician? (Good morning and welcome to Math Syllabus Bootcamp! This is Part One of a five part Emergent Math mini-series. Today’s topic is on how to incorporate and welcome diverse identities from the very outset of the school year. Be sure to check out the other parts of this … Continue reading Math Syllabus Bootcamp Part 1: Identity. Who is a Mathematician?