Nix the Tricks Book Study – Chapter 8: Conclusion
This post is the last of an ongoing book study series on Nix the Tricks, by Tina Cardone. Over the past several weeks, a group of math teachers has worked through each chapter, reflecting on how shortcuts shape student understanding and how we might replace tricks with sense-making. This final chapter provides space to step back and reflect on the journey as a whole.
The conclusion of Nix the Tricks feels less like an ending and more like a challenge. Rather than presenting a resolution, it challenged us to sit with some uncomfortable truths about our instruction and think carefully about what we pass on to students.
One idea resonated strongly with our group: students often arrive with a toolbox full of tricks already. Before we can nix them, we need to stop adding more.
Acknowledging Our Role
Many of us acknowledge that the tricks discussed in this book are not always ones we actively teach. Instead, they are habits students bring with them from previous courses, tutoring sessions, test preparation, or social media. This realization shifted our focus. The goal is not to erase everything that students know but to slow down and avoid layering new shortcuts on top of shaky foundations.
This led to a lingering question that sparked some humility: if we complain about the tricks students learn before they get to us, do college professors complain about us too? This was a powerful reminder that instructional decisions ripple forward. What feels helpful in the moment may become an obstacle later.
Small Changes That Matter
Rather than attempting to overhaul everything at once, we discussed making small, intentional changes. Language was mentioned repeatedly.
Several teachers shared that they were actively trying to stop using the word cancel. Replacing it with phrases such as “divides to 1” or “adds to 0” feels more accurate but also more mentally demanding. Old habits are difficult to break, particularly during fast-paced lessons.
The same came up with terms such as FOIL. Even when we know better, efficiency and familiarity sometimes win. This chapter reminds us that progress does not come from perfection but from awareness and persistence.
Exploring the Community Conversation
We also explored the Nix the Tricks website, especially the Tricks Open to Commentary section. Using a Notice, Think, Wonder frame helped us to slow down and reflect.
One phrase that stood out was: “What you do to the top, you have to do to the bottom.”
Many of us admitted to using some version of this language or similar left and right phrasing when solving equations. Seeing it called out helped us recognize how inaccurate language sneaks into instruction, even when the intentions are good.
“I Used to Think… But Now I Think…”
For the final reflection, we read one of the articles from the resources section. I chose “Disappearing Act” because eliminating the word cancel is something I am actively working on.
I used to think that cancelling was a harmless shorthand. However, I believe that it quietly removes the meaning from mathematics.
I have tried replacing it with more precise language, and while I am not always consistent, the act of trying has made me more intentional about how I speak and model my thinking for students.
This book study has changed my perspective on teaching. The challenge now is to ensure sustainability. Will I remember these conversations in the next year? Will I revert to my old habits? Perhaps the real solution is ongoing reflection and regularly revisiting these ideas.
Final Reflections
By the end of our discussion, we agreed on a few important thoughts.
There is a real need to move away from tricks to support a deeper understanding.
Some students still rely on shortcuts as scaffolds, especially when foundational gaps are present.
Eliminating tricks is not an all-or-nothing decision. This is a gradual and reflective process.
Each year, adding one intentional change may be more realistic and impactful than attempting a complete overhaul.
One lingering example that came up was memorizing unit circle values in Precalculus. Even when teachers start with derivations from special right triangles, students’ weak geometry foundations sometimes make this reasoning inaccessible. In these moments, the pull toward memorization is strong. This tension is the heart of the book. Understanding is the goal, but meeting students where they are still matters.
Looking Back and Moving Forward
This book study reminds us that teaching is not about having all the answers. It is about asking better questions, choosing our words carefully, and staying curious about how students understand mathematics.
I may not stop using every trick overnight, but I am far more aware of what I say, why I say it, and what it communicates to my students. This feels like a meaningful place to begin.
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