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This is why it is so important to observe our students BEFORE we teach. It is essential to see who they are and what skills they are bringing to the table so we don't make assumptions and just teach to the age or grade.

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Working with AUT ALT students I know they are capable of working within these activities and programs.  I want to see how their minds receive and practice math habits with out it being ideas I've presented to them.

In what ways can I foster their own abilities to comprehend math as a concept?

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How can I make student thinking more visible...

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I come across many students nervous about math. I was one of those students growing up. I want my students to extend their mathematical ideas and not be afraid to "think" outside" box. I want them to simply enjoy the process! 

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I come across many students nervous about math. I was one of those students growing up. I want my students to extend their mathematical ideas and not be afraid to "think" outside" box. I want them to simply enjoy the process! 

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I chose this principal because most of my students (ETK) come in not being able to count. However, they still know  a lot about counting. For example, they know that start counting at 1. When we access what they already know, it shapes our instruction. It also views the students from an asset based perspective. 

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I chose this principal because most of my students (ETK) come in not being able to count. However, they still know  a lot about counting. For example, they know that start counting at 1. When we access what they already know, it shapes our instruction. It also views the students from an asset based perspective. 

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Having this as a foundation of my approach to teaching math allows me to see every child as capable and for me to then create space for all children to engage in mathematics in ways that are meaningful to them and based on what they know how to do.

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Students who view math as part of their identity are more engaged and more likely to take risks in their mathematical learning. 

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Students who view math as part of their identity are more engaged and more likely to take risks in their mathematical learning. 

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This principle was life changing for me as a teacher. Seeing kids as having knowledge and not as having a deficit.

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This principle was life changing for me as a teacher. Seeing kids as having knowledge and not as having a deficit.

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When it comes to math students have an understanding of number sense, rote counting,  and written representation of numbers. 

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When it comes to math students have an understanding of number sense, rote counting,  and written representation of numbers. 

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Students are so creative in their thinking and I am always impressed by it

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Students are so creative in their thinking and I am always impressed by it

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I agree about being a nervous kid in math. I'm a visual person I need to see it written out not just explained verbally

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I agree about being a nervous kid in math. I'm a visual person I need to see it written out not just explained verbally

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I tend to make assumptions about what my students are able or not able to do. I must challenge myself and my students. 

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I tend to make assumptions about what my students are able or not able to do. I must challenge myself and my students. 

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I sometimes feel like my students wont understand something and they surprise me. While I didn't have many participate this week, the ones that did really come up with some cool collections and responses.

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I sometimes feel like my students wont understand something and they surprise me. While I didn't have many participate this week, the ones that did really come up with some cool collections and responses.

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I am interested in knowing the progression of students math thinking. The agenda looks like we will get to that today. Excited!

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It is a given that not all of our students come into our classrooms with the same knowledge or practices but I think this principle is important for us to keep in mind all of the time. Whether our kids come in with  few number or already adding they come in with something. As teachers we can only build from there and help them gain more Math.

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I chose this one because I have found myself changing many lessons along the way, not only in math, because the students’ thinking took me in directions I had not foresee that were very interesting anyway.

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I chose this one because I have found myself changing many lessons along the way, not only in math, because the students’ thinking took me in directions I had not foresee that were very interesting anyway.

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What are some guiding questions you can ask without inserting your own ideas? 

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What are some guiding questions you can ask without inserting your own ideas? 

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There are many strategies, endless ways to solve problems and all of them should be valued.  Just not with math but with life as well.

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There are many strategies, endless ways to solve problems and all of them should be valued.  Just not with math but with life as well.

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Having high expectations with appropriate levels of support is critical to help bolster math confidence

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Having high expectations with appropriate levels of support is critical to help bolster math confidence

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children have a natural desire to count and as they witness family or other people, including peers, counting they naturally learn to use that as a tool to know how many

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children have a natural desire to count and as they witness family or other people, including peers, counting they naturally learn to use that as a tool to know how many

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I'd like to know how to support and move student's thinking forward to more sophisticated mathematical thinking.

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I'd like to know how to support and move student's thinking forward to more sophisticated mathematical thinking.

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I am often surprised by the way that a student can solve a problem in a way that I had not even thought of.   I need to be open to letting them be comfortable to solve it how they want and not expect it done a certain way. 

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I am often surprised by the way that a student can solve a problem in a way that I had not even thought of.   I need to be open to letting them be comfortable to solve it how they want and not expect it done a certain way. 

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I feel the details learned in observing the students' work informs us of where they are, what they are applying, and what areas I need to support them in .

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I feel the details learned in observing the students' work informs us of where they are, what they are applying, and what areas I need to support them in .

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This is very important for differentiating instruction and meeting the needs of all the students.

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This is very important for differentiating instruction and meeting the needs of all the students.

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I feel that this is super important because we have to build on what students know and can do, instead of just going through the standards. Their thinking should drive instruction.

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I love to see how the kids decide to count and the different ways that they think.

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I love to see how the kids decide to count and the different ways that they think.

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I liked this one because my class this year was the "at risk" class. Had colleagues question if my students could do the same things as their students, yes they can! They may do it differently but they definitely can. 

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I liked this one because my class this year was the "at risk" class. Had colleagues question if my students could do the same things as their students, yes they can! They may do it differently but they definitely can. 

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Knowing the trajectory helps the teacher ask guiding questions to enhance their mathematical thinking.

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Knowing the trajectory helps the teacher ask guiding questions to enhance their mathematical thinking.

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It's important to keep this in mind right now with distance learning. Children are capable of learning to count at home.

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It's important to keep this in mind right now with distance learning. Children are capable of learning to count at home.

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When I did collections this week with my kids I noticed  a wide variety of skills

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When I did collections this week with my kids I noticed  a wide variety of skills

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I like this one because I think of my kinders and how I want to ensure they grow all year long and feel challenged. 

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I like this one because I think of my kinders and how I want to ensure they grow all year long and feel challenged. 

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I think we must always ask questions to students and listen attentively to what the child has to say about how they counted

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I think we must always ask questions to students and listen attentively to what the child has to say about how they counted