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## What Does It Mean to be a Math Person?

“I’m just not a math person.” I don’t know how many times I heard this sentiment over the course of a three-day workshop kicking off a new project focused on professional development for paraeducators. But, it surprised me that it was Tonya saying, “I’m good at it,...

## From “Defective” Fractions to Infinite Equivalents

On a recent site visit, I was observing in a fourth grade classroom. The teacher started the lesson (Unit 6, Session 2.1) by writing “3/2″ on the board and asking students to name the fraction. Most said “three halves” although one or two said “two...

## “That Seems Way Too Big”

On a recent visit to a small district in the Midwest, I got the chance to visit a third grade class that was working on division (3U5, Session 3.4). When I joined Nicole, she was in the middle of working on the following problem: Gil loves toy cars. He saved enough...

## A Division Solution: Amazing or Perplexing?

At a recent professional development session on multiplication and division, my colleague and I asked participants to examine some student solutions to the problem: 1564 ÷ 36. Before looking at the student work below, think about how you would solve the problem. The...