We had a great time visiting University of Michigan for the TeachingWorks Conference! 💙💛 We enjoyed exploring the campus while learning more about how to prepare educators through high-leverage practices that promote equitable instruction and support student success. 🍎📚

Jaime Escalante - "whoever wrote [the NCTM Standards] must be a physical education teacher" csun.edu/~vcmth00m/AHistory.…

We have many pedagogical lineages designed to transmit the knowledge of experienced teachers The best education programs have professors who publish research papers and collaborate with practicing teachers. Let’s promote those programs #iTeachMath cc: @TeachingWorks

Growth starts with great collaboration! Proud of @StonewallTell’s data team for diving into the CCRPI Toolbox Training with Bobby Smith hosted by @PrincipalsCtr #TeachingWorks #ContentMastery #ClosingGaps @NPorter17 @TracyMcdonaldt2

New NY math guidelines tell teachers to stop testing kids on problem-solving speed to curb ‘anxiety’ | Rich Calder & Susan Edelman, New York Post The New York State Education Department is pushing new math guidelines, including a recommendation that teachers stop giving timed quizzes — because it stresses students out. The new guidelines also argue that repeated practice of math facts is not useful, and that “explicit instruction” doesn’t work as well as letting students figure out their own ways to do math. Critics bash the state’s latest math guidance, developed by University of Michigan researchers who promote equity and social justice, warning the changes will backfire spectacularly. “Teachers are very hungry for information on how to teach math better, and if they are listening to this advice coming from the state Education Department, inevitably their kids will do worse, not better,” Benjamin Solomon, a professor at the State University of New York at Albany told The Post. Solomon, a psychologist and math-curriculum expert, fired off a letter last week to state Education Commissioner Betty Rosa — signed by nearly 200 math academics, researchers, parents and others — demanding a “retraction” of the newly released guidance, calling many of the suggestions “critically flawed.” Among the more controversial new guidelines in the state’s “Numeracy Briefs” for teaching pre-K-12 math is a claim that “timed” math testing – which supporters say improves skills and gets students ready for real-world deadlines – shouldn’t be used by teachers because it causes anxiety and could discourage students from tackling math. Solomon, however, said there’s no definitive research showing timed-testing causes “math anxiety,” adding that it’s “been shown to be pretty important for kids to get really good at math. They need to know their math facts cold.” The briefs, issued in May, also claim that repeated practice of math facts and standard algorithms – such as simple addition and subtraction – are not as helpful as letting students figure out their own ways to do math. The idea “sounds good,” Solomon said, but doesn’t work because kids still need to know standard formulas before moving on to complex equations. “Solving algebraic proportions cannot be learned if children have not mastered all the skills that are prerequisite,” he wrote Rosa. “The methods in the NY briefs diminish the critical importance of mastering and performing fluently or automatically all the foundational skills that build advanced math performance during primary and secondary education in math.” The letter also raises concerns about the math briefs recommending that teachers drop “explicit instruction” in favor of “exploratory learning” in which youngsters typically use blocks or other objects to learn math. “There is a 50-year consensus that explicit instruction works better,” Solomon said. “The brief very bizarrely is condescending of explicit instruction. [The authors] dismissed it and said it’s not that important, but if teachers start following that advice literally, we’re screwed,” he said.  “That’s really bad advice.” Danyela Souza Egorov, a fellow at the conservative think tank Manhattan Institute and vice-president of Manhattan’s District 2 Community Education Council, agreed that the math briefs should be withdrawn. “They are unscientific and promoting terrible ideas to our teachers at a time of record low-performance among New York students,” she said. The state “should have a better process to select curriculum providers and ensure that what is being distributed to school districts and teachers follows the science of learning,” Egorov added. “Every parent knows it takes repeated practice for kids to memorize the times tables, for example. How can our New York State Department of Education discourage this?” The state’s new guidance was produced out-of-state by Deborah Loewenberg Ball, a professor of education at the University of Michigan, along with TeachingWorks, an initiative that trains teachers “to advance equity and social justice.” Read more: nypost.com/2025/10/18/us-new…

The NYS Education Department has new math guidelines that argue repeated practice of math facts is not useful. Produced by Deborah Loewenberg Ball, professor at the University of Michigan, along with TeachingWorks, which trains teachers “to advance equity & social justice.”

Selecting and implementing classroom routines is a key aspect of creating an equitable learning environment. Here, @TeachingWorks offers insights and resources worth considering at your next staff meeting: library.teachingworks.org/cu…

Simulated student interactions: a fun staff meeting activity AND a powerful tool for learning. Downloadable guide from @TeachingWorks here: library.teachingworks.org/cu…

"Coached rehearsals" create space not only for practice but also for collective inquiry into the work of teaching. Check out this free guide from @TeachingWorks to make coached rehearsals part of your school's PD. library.teachingworks.org/cu…

TeachingWorks director @deborah_ball has been named the Jessie Jean Storey-Fry Distinguished University Professor! The name honors one of Deborah's earliest & most influential mentors—her principal at Spartan Village Elementary School. deborahloewenbergball.com/ne…

I'm teaching a math methods lab again this year for @TeachingWorks. On May 20–24, you can observe while I teach teacher candidates. Together, we'll analyze what happens, how candidates take up the work, & how to address the challenges of methods courses. teachingworks.org/content-me…

Please consider joining me today in supporting @TeachingWorks for #GivingBlueday. A gift of any size will help us to harness the power of teaching to create a more just society — and donations will be matched dollar for dollar, up to $1,500! givingblueday.org/o/universi…

El modelado,que requiere que el docente piense en voz alta mientras muestra una habilidad,hace visibles aquellas prácticas y procesos que ocurren internamente y que a menudo permanecen invisibles para el alumnado si no se nombran,explican y comparten explícitamente @TeachingWorks

Modeling can be a powerful way to translate tricky processes and practices for your Ss. But what does it actually look like? @TeachingWorks breaks it down here: library.teachingworks.org/wp…

"Fundamentally, explaining and modeling content is about intentionally and thoughtfully providing access to skills, processes, and practices that may otherwise remain hidden to some students." More here, from our friends at @TeachingWorks: library.teachingworks.org/wp…

TeachingWorks director @deborah_ball recently sat down for a conversation about doing math—and teaching—with intellectual humility. Listen to the @JSTOR_Daily podcast here: daily.jstor.org/doing-math-w… daily.jstor.org/doing-math-w….

How do you ensure that EVERY S has a voice during class discussions? @TeachingWorks offers these strategies for promoting vibrant conversations and disrupt patterns of inequity in the process: library.teachingworks.org/wp… #TeacherTwitter

Which of these strategies have YOU tried? More here, via @TeachingWorks: library.teachingworks.org/wp… #StudentVoice

How might Ts provide feedback to Ss ... while also advancing justice and equity in the classroom? This guide via @TeachingWorks offers some ideas: library.teachingworks.org/wp… #TeacherPD #WhyITeach

Feedback is critical to S growth – but it's often given unequally, and Ss from marginalized groups don't benefit from it like their privileged peers do. Via our friends @TeachingWorks, a guide to disrupt this cycle and offer great feedback to all Ss: library.teachingworks.org/wp…