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My first memory of math would be with my mom in the kitchen. We would spend many hours baking. She talked me through fractions, measurement, and thinking about how to or not to follow a recipe.

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Lots and lots of worksheets, followed by timed test.  We call these sprints now.

Anything timed and I fell apart.  Teachers kept track who passed each level and displayed it on the board.

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It is strange that I have no memory of math in Middle school. I remember English class, Social Science but not math.

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Loved math in high school, we focused on process and spent time in the concepts.

We explored authentic applications and solved real-life scenarios.

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Math for elementary teachers.  This was a time when I learned the how and why behind the math.  We explored new ways to approach the dreaded time tests.  We looked at the progression of numeracy and what learners/individual need before moving to a new concept.

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The Progression of Early Number & Counting

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Developing math lesson around concepts. Finding authentic ways to assess skills and understanding.

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Followed mentor teachers suggestions, which was not easy. Many of the teachers I worked with were using worksheets, no authentic applications.

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After years of exploring, teaching, and learning from experts in Math, I love teaching math.
I use open-ended questions and observe how student process through to their solutions.  Student share and explain their thinking to peers and teachers, justifying their solutions.  We focus on mathematical thinking.
Jo Boaler and her team, along with Graham Fletcher and Robert Kaplinsky (Open-Middle Math)

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How you can be good at math, and other surprising facts about learning | Jo Boaler | TEDxStanford