Technolandy

Day 108 (of 2025/26) math needs more cowbell! err – more literacy experiences…

Love this relatively simple quote from Dr Crystal Watson (Pedagogies of Voice) EG – what about a rough draft of math… feedback…. Revised work counting as much as we value edited writings… 

I know there are some (many) who still want to believe that mathematics should be isolated and a personal struggle (while sharing mad minute scores across the classroom…hmmm do math professionals include those on their resumes?) but I have said for more than a little while that we need to do more of what we have done in language arts in numeracy… that includes (without full breakdown)

Explicit instruction (the what) focusing on key skills and strategies ~ the big ideas

Relevant practice (the how) that is working on an independent level ~ success building on success through a variety of explorations – ideally group stations not pages of pages and if you finish early… more pages

Rich discussions (the why) which can occur at those stations where peers are talking to peers ~ ideally even teaching each other…

Taking time for synthesis (the when) ~ and reflecting through numbers, words, and drawings around what was learned and where it might be further applied…

And then allowing revisions in real time… when we read a paragraph that has a syntax error, we allow for correction before final grading… why not on a mad minute (or other worksheet) as well?

Encourage exploration ~ we like to expose students to a variety of genre… math we tend to keep in standalone units… I think I would’ve better understood geometry if it wasn’t ’that one unit thats going to drop me 15%’ and instead had better connections to where I would apply and see it (as I do as an adult teacher of the concepts). Yes – here is where learning through play can be magical – not just ‘without context’ but allowing curiosity to be able to dive in to explore why/when/how a circle and a square are the same… 

And a textbook… I would be offended to be given ‘a’ textbook in any subject that had the ‘only’ content my class could use since I know annually, each cohort is different from each other.. I need to know who the learners are before knowing what resources will (hopefully) be the most effective. Might be Math Makes Sense (spoiler – the error most commit is giving the kids the books all the time…) Jump Math (spoiler – has ‘a’ role, but not ‘the only’ role in exploring math) might be a series of mad minutes (in some universe where Bizarro Superman makes sense to all dimensions…) 

Practice and explore at grade level, refine and improve at independent level… 

And when assigning math, be mindful of:

1. Equity of Access & Representation

• Are the problems, examples, and contexts culturally relevant to all students?

• Avoid gendered or culturally narrow assumptions (e.g., “boys like racing, girls like patterns”)—these subtle biases affect engagement.

• Make sure materials represent diverse mathematicians, contexts, and applications.

2. Multiple Entry Points

• Even with group stations and exploration, some students might still feel left behind if tasks assume prior knowledge.

• Offer scaffolds, visual supports, and manipulatives so everyone can join in.

• Consider non-traditional assessments (projects, explanations, drawings, verbal reasoning) alongside calculations.

3. Formative Feedback Loops

• It’s not just allowing revisions—it’s structured feedback that actually informs the next step.

• Quick, actionable prompts (“Try a different strategy here”) are more effective than just “fix it.”

4. Avoid Over-Reliance on Speed

• Mad minutes are still showing up in your examples. They’re fun for some, but speed favors certain learners.

• Ensure that timed tasks never overshadow deeper understanding or reinforce math anxiety.

5. Language & Math Literacy

• Make the “literacy in math” intentional: teach vocabulary explicitly, model math talk, encourage students to justify answers in sentences.

• Students who are strong verbally but struggle with calculation benefit from writing/explaining as much as solving.

6. Mindset & Identity

• Recognize that students bring fixed- or growth-mindset beliefs to math.

• Normalizing mistakes, rough drafts, and collaboration can help counter the “I’m just not a math person” narrative.

7. Data Awareness Without Bias

* When tracking performance, be aware of how bias creeps in: grouping, assessment design, and feedback can reinforce inequities if unchecked.

* Look for patterns: who consistently struggles, who is overlooked, who gets the “star problems” versus basic practice.

AI Edit/Synthesis: 

Day 108 (of 2025/26) — Math Needs More Cowbell! (…and More Literacy)

I love this quote from Dr. Crystal Watson (Pedagogies of Voice): imagine a rough draft of math—feedback, revisions, learning from mistakes—valued just as much as edited writing. Why shouldn’t it be this way?

Too often, math is treated as a solitary struggle: mad minutes, timed worksheets, isolated units, “just get it right or fail.” But if we borrow a few lessons from language arts, we might see something different:

• Explicit instruction (the what): Focus on big ideas, key skills, and strategies.

• Relevant practice (the how): Independent and scaffolded activities, exploring concepts in stations or small groups.

• Rich discussions (the why): Peer-to-peer conversations that deepen understanding and even allow students to teach each other.

• Synthesis & reflection (the when): Capture learning through numbers, words, and drawings, seeing where it applies in the real world.

• Revision: Let students fix mistakes in real time—if we allow corrected syntax in writing, why not in a worksheet or mad minute?

Math should also invite exploration. Geometry isn’t “that one unit that drags my grade down.” It can be a playground for curiosity: why are circles and squares sometimes the same? How do numbers relate to patterns, stories, and the world around us?

And about textbooks: the book is a tool, not the boss. Every cohort is different, so every math journey should adapt to who the learners are. Math Makes Sense, Jump Math—they have roles, but they are not the only way to learn.

In short: practice, explore, discuss, revise, reflect. Bring the cowbell. Make math alive, not just endured.