http://craigschneider.me/blog
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2019-04-23
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Blog
http://craigschneider.me/blog/2015/6/17/teaching-mathematically
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2019-05-06
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Blog - Teaching Mathematically
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Blog - Teaching Mathematically
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Blog - Teaching Mathematically
http://craigschneider.me/blog/2015/6/27/what-does-it-mean-to-do-math
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0.5
2019-05-06
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Blog - What does it mean to "Do Math"?
http://craigschneider.me/blog/2016/11/21/anticipating-the-ticket-booth
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0.5
2019-05-06
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Blog - Anticipating the "Ticket Booth"
http://craigschneider.me/blog/choral-counting
monthly
0.5
2019-05-06
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Blog - Inviting all students to reason and communicate with Choral Counting!
Fraction Choral Count: Recording what students noticed…and their Mystery Box predictions
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Blog - Inviting all students to reason and communicate with Choral Counting!
Choral Counting by 5, Starting at 11
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Blog - Inviting all students to reason and communicate with Choral Counting!
Fraction Choral Count: Recording the count
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http://craigschneider.me/welcome
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2024-04-01
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Welcome
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Welcome
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Welcome
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Welcome
http://craigschneider.me/contact-me
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2022-10-15
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Contact Me
http://craigschneider.me/mathematical-language
daily
0.75
2019-03-16
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Mathematical Language
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Mathematical Language
(Aguirre & Bunch, 2012)
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Mathematical Language - Mathematical Language
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Mathematical Language - Mathematical Sense Making
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Mathematical Language
Understanding Language Stanford University
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Mathematical Language
http://craigschneider.me/fluency
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2022-10-15
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Fluency
"Sed dictum ante a leo cursus mattis. Integer euismod, lorem sed molestie gravida, justo mauris dignissim orci, sed convallis elit ipsum at justo. Donec feugiat justo vitae mollis pretium. Suspendisse ultrices, tellus vitae varius convallis, ipsum justo commodo dui, a feugiat mauris turpis ut turpis." — Donovan Mafnas, Impact Volunteer
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Fluency
http://craigschneider.me/about-me
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0.75
2019-03-10
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About Me
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About Me
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About Me
http://craigschneider.me/instructional-routines
daily
0.75
2019-03-13
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Instructional Routines - Number Talks
Students build fluency and flexibility with numbers and operations by mentally computing. Students compose, decompose and rearrange numbers symbolically and visually. Invites students to explain, represent, and compare.
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Instructional Routines - Mathematical Language Routine “Co-Craft Questions”
Students use conversation skills to generate mathematical questions about a situation before asking students to produce answers to pre-determined questions. This routines lets students understand the context of the problem and attend to the details before doing problem solving begins. Students themselves produce the language of mathematical questions, like all mathematicians do.
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Instructional Routines - Contemplate Then Calculate
Similar to Dot Talks, this Routine for Reasoning “fosters structural thinking, math practice 7.” Invites students to describe, represent, and interpret.
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Instructional Routines - Dot Talks
Students compose, decompose, rearrange quantities of dots to build number sense. Invites students to explain, represent, and critique.
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Instructional Routines - Mathematical Language Routine “Collect & Display”
This routine captures students’ oral words and phrases into a written collective reference (including both words and pictures) for all to use. Students’ mathematical language becomes more precise.
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Instructional Routines - Counting Collections
Students organize objects and come up with efficient strategies for counting. Students develop their reasoning for counting and build a foundation of the base-ten number system. Invites students to explain, describe and represent.
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Instructional Routines - Mathematical Language Routine “Compare & Connect”
Students develop meta-awareness of multiple mathematical approaches and representations, as well as have mathematical conversations. Prompts such as “What is the same? What is different?” supports students to compare. “Where do you see ___ in ___?” supports students to make mathematical connections.
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Instructional Routines - Mathematical Language Routine “Stronger & Clearer Each Time”
Students get a chance to have first draft thinking for a math problem. Through successive partner shares, all students revise and refine both their mathematical thinking and their language. During these opportunities for feedback, students borrow ideas and language to build a stronger and clearer next draft.
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Instructional Routines - Choral Counting
Students build reasoning of base-ten number system, fractions, measurement by counting, noticing patterns, and predicting. Invites students to describe, justify and generalize.
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Instructional Routines - Mathematical Language Routine “Three Reads”
To help students read math problems like mathematicians. This routine supports reading comprehension, sense-making, and meta-awareness of mathematical language.
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Instructional Routines - Which One Doesn’t Belong?
Students classify objects by their attributes and properties to create sets that belong together. Invites students to compare, explain and justify.
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Instructional Routines
http://craigschneider.me/im-implementation-reflection-tool
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0.75
2022-10-15
http://craigschneider.me/grade-levels
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0.75
2022-10-15
http://craigschneider.me/presentations
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0.75
2019-03-13