Teaching Math with the PoWs || PD Courses || Schedule
Listen to what teachers are saying! Watch our VIDEO
- Mary Taylor (Loring School, Sudbury, MA, grade 3)
- Having always been the "parrot math" person who didn't think I was good at math, it's been empowering to stand back and think about the "why" of it all. This will shape the way that I teach - setting the background knowledge and choosing problems that allow kids to discover the concepts and resulting strategies.
- Mark Munger (Aspen Middle School, Aspen CO, 6th grade)
- Working on the PoW's myself reminded me of what challenges I put in front of my students. I often will give out work and, in the daily rush to get things done, have not fully investigated a problem and all the angles that students may approach a problem from. I was reminded to slow down--that these problems are rich with opportunities to explore math and that it is better to go "a mile wide, than an inch deep".
- Erica Smith (Learning Community Charter School, Jersey City, NJ, 5th and 6th grade)
- I think this course has shaped the way I teach math in a few ways. I have rediscovered through this course that learning math isn't just about memorizing facts and figures, but about gaining meaning and understanding about math concepts. I now see how important it is for students to understand that problem solving is a process.
- Jacob Sirman (Solomon Schechter School of Manhattan)
- This course has made me ask more questions of my students; particularly questions that help the students gain understanding and help me see that they get the large issues embedded within problems. It has also made me want to create a class of problem solvers.
- Anne Geraty (Stony Point Elementary School, Charlottesville, VA)
- I have been moving more and more from a skill-oriented approach to a problem solving approach. I cannot believe the richness that can be brought to math by using an inquiry-based, constructivist, and problem-oriented process to introduce and develop the content. Problem solving no longer stands apart as something one does when there is time. It is now decidedly the main course and the skills have become the tools, as I think they should be.
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