Hi Mathtwitterblogosphere,

I’ve missed you. It’s been almost a year since I last blogged here, but there’s a pretty good reason for that — I was putting together a manuscript that has been accepted for publication. The book is the collected wisdom of the Math Forum on facilitating activities to help students unlock their mathematical problem-solving potential. It’s called *Building Understanding Through Problem-Solving and the Mathematical Practices* and will be coming out from Heinemann in the fall. Putting together the book used up all my words (and time, and wore out the ‘e’ key on my computer) but now that it’s done I’ve got lots to say!

There are lots of ways to say what the book is about, but one of them is that the book is about things that teachers can do to support students developing both the disposition and skills to look at a math problem (any math problem, not just the awesome ones) and think, “I have things I can try!”

The topics range from building classroom cultures of listening and valuing ideas, to supporting students to communicate their thinking for different audiences, to activities that help students break down that wall of resistance to anything that looks like a math problem, to support with key problem-solving strategies like guess and check, change the representation, or make a mathematical model.

One huge reason for writing the book is to try to step into the gap (still wide, but narrowing) that is left when we focus all our attention on concepts or on skills. As math teachers we are getting more information on how students best learn skills (like math fact fluency, how to divide fractions, or how write valid equivalent expressions), and increasing attention on how to ground those skills in concepts (like understanding that division means “how many of these are in those?” or knowing that two expressions are equivalent “when the two expressions name the same number regardless of which value is substituted into them“). However, there’s more to doing math than knowing and calculating — there’s the doing part. Stuff like looking for patterns, generating and testing hypotheses, generalizing results, etc. The stuff that’s in the Standards for Mathematical Practice (1 page), not just the stuff that’s in the content standards (lots of pages).

The other stuff — practices, doing math, problem-solving strategies, methods, whatever you want to call it — is the fun part. It’s the “glue,” or the “verbs,” or the “story” while the skills and concepts are the words or objects that we do stuff with. How we get students to be doers, not just consumers, of math is a fun and interesting question. Fun idea: concepts and skills can be delivered through telling. Doing math just plain old can’t — it has to be learned by doing (and my hypothesis is that through doing math the concepts and skills can also come along for the ride a lot of the time, and will usually be better retained and connected).

The book we’re publishing can be thought of as an activity guide (with student work and stories) for getting students *doing* math, and the beginning of a set of ideas for how we can think about what it might look like for students to *get better* at doing math — how we can track students’ progress and help them become better and better young mathematicians.

So, please accept my apology for not blogging, and I hope it turns out that the book is useful and interesting.

Sincerely,

Max