Mathsational

  This post is part of an ongoing book study series on Nix the Tricks by Tina Cardone. Each week, a group of math teachers meets to reflect on one chapter of the book and discuss how we can move away from shortcuts and toward true mathematical understanding. You can find our reflections from prior chapters in previous posts, and follow along as we continue through the book. Chapter 4, “Geometry and Measurement,” took us into one of the most visual and language-rich areas of mathematics. For many of us, geometry is where we first learned to “see” math, but it’s also a place where shortcuts and memorized formulas can overshadow the reasoning behind them. Our discussion this week revolved around three major themes: definitions, sense-making, and vocabulary. Rethinking Tricks and Formulas When reflecting on the “tricks” in this chapter, several teachers admitted they’ve used them in the past, especially when teaching CP (College Prep) Geometry classes. It’s easy to fall back on formul...

  Too often, the powerful ideas of equity and cultural responsiveness seem abstract, leaving teachers unsure of how to translate them into concrete math-class practices. This post offers practical moves to make those principles visible and actionable. Why Vocabulary Matters Our goal isn’t just learning vocabulary; it’s building strong academic communication skills. Purposeful math talk enhances achievement and broadens students’ ability for deep, conceptual thinking. Overcoming Reluctance: Structured Talk Moves Many students hesitate to explain their reasoning because thinking and speaking at the same time are cognitively demanding. Structured talks provide a clear framework that allows everyone to participate in meaningful mathematical discussions. Equity and Agency: Key Ideas Equity : what is fair and just Agency : the power and capacity to act When equity is used to foster agency, students build confidence, independence, and perseverance; skills directly aligned with the Standar...

Draw what I say is an activity where students can practice using vocabulary.  It can also be used to practice reading and writing mathematical notation.  Here are the rules for this activity: Place the cards in a pile, face down, at the center of the table.  One person draws a card, without showing to the other people at the table. The person who drew the card should read the verbal description aloud to all the other people at the table. The other people at the table should attempt to draw a diagram that matches the description that the first person just read aloud.  Each person should do this individually on a recording sheet. The person who drew the card and read the card aloud should check the other people’s drawings.  If the drawing matches what is on the card, write a checkmark next to the diagram. If the drawing does not match, write an x next to the diagram. Continue the steps above, taking turns being the reader. Each person should tu...

I tried this activity today.  The kids took turns being the reader and the drawers.  The reader read the the symbolic phrase using proper vocabulary then the drawers tried to sketch the described diagram.  The reader used the image on their card to check their teammates responses. I found this idea on Sandra Miller's blog . Here is a sample of the student work. The kids really seemed to enjoy it.  There was a lot of laughter and learning while solidifying their understanding of notation and vocabulary.  The kids finally started to see the importance of the differences in segments, rays, and lines.