Brendan Scribner

@bscribmather.bsky.social is an inspiration! Listen in as we talk about the #thinkingclassroom. You'll be inspired, too. creators.spotify.com/pod/show/tam...

t's a professional joy to connect and converse with peers like @tammymcmorrow.bsky.social as we celebrate and elevate joys of mathematics teaching and learning. If you need some educational nourishment as we wrap up "Educator Appreciation Week," join us for a listen.

Announcing VMI’s Summer 2025 Professional Development Opportunities - VMI Mathematics Initiative The VMI is offering several mathematics education courses this summer in the Burlington area. Courses are open to those enrolled in the VMI Master’s program as well as those interested in taking cours...

Summer 2025 Courses!
www.vmimathematics.com/featured/sig...
Discrete Mathematics for Teachers – June 23-27
Mathematics as a Second Language – Burlington – July 7-11
Geometry for Teachers – Burlington- July 7-11
Functions and Algebra I – Burlington- July 14-18
Statistics I –Burlington – July 14-18

Yes, opinions matter when we land in a movement. So appreciate Bob sharing his about Vermont educators being at the heart of the solution. vtdigger.org/2025/03/05/b...

List of student and teacher actions/moves that are critical in a problem based lesson.

Teacher moves that evoke student thinking in a problem based lesson.

Teacher do, and student actions in a problem based lesson.

What teacher moves elicit thinking in a problem based lesson? Loved working with teachers today as we experienced a lesson and planned future learning.

Scale up with a ratio table. 1 group is .6, so 10 groups is 6. 5 groups of .6 is 3. 15 groups of .6 will then be 9.

For those implementing IM - Illustrative Mathematics resources (Imagine Learning, Kendall Hunt, and Open Up) if you're looking for some partners to support your work, I would welcome the opportunity, as well as suggest contacting @heidisabnani.bsky.social. Check out: heidisabnani.com/to-pacing-gu...

YouTube video by Math 4 All Brendan Scribner - October 3, 2024

"Let's talk about Practice." @heidisabnani.bsky.social Molly Vokey offered me the chance to talk about practices in the math classroom that impact student thinking. Hope you can check out their podcasts. www.youtube.com/watch?v=Uevx...

Enjoyed having time and the invite from @pambrett.bsky.social to discuss approaching student work with AWE in mind. www.blueglassesmath.org/podcast/epis...

Thank you @pambrett.bsky.social for bringing what seems routine to the forefront. So many important teacher actions and student actions unfurl within the use of math language routines, math reasoning routines. I'm certainly elevating routines with new vigor after this chat.

Total nod of respect to youtu.be/h00Ux1qx2zw?... Max, thankful for @mfannie.bsky.social elevating this last week. Yes - Let's get the posters in the rooms. #ElemMathChat

I really appreciate this @mfannie.bsky.social as we have to give ourselves permission to trust the thinking in the room - and we can amplify our resources with small "tweaks." I have certainly felt the freedom to do this despite being asked to implement with fidelity. #ElemMathChat

Back to cog load and the routine, I often feel like great routines flow with the class and allow me to shift my lens to be more present listening and asking questions so that I can learn more about the ideas in the room. Great routines allow me to defront more, and yes, listen 2, not 4.

The joy of finding multiple creative ways allows for some great dopamine release and creates space for all to be validated as owners of math ideas.

It would be ideal to see a math routine to launch each new lesson - let's call it a "warm-up." So powerful as a 5-10 minute formative look into a classroom, as well as a routine to link to the learning goal that transitions into the deeper study of the lesson.

Love the dozen and a half. And bringing in the digits - with birthdays...Totally forgot how my 4th graders loved "date math" as we crafted expressions with each new day.

So agree here - the cognitive load effect on both math facilitator and the learners in the room is so important. It is a joy to enter into classrooms and see routines in the moment and the differences that are evident vs a classroom where routines may not exist - yet.

Routines are invitational, inviting many divergent ideas that cluster around an idea. As open moves, we create space for all to have voice, identify with the math, and begin to establish a culture where we focus on our strengths and students can see each other as the owners of mathematical thinking.

Thinking about a 20 frame, missing 2. As well as the sums - I might use with two addends, three addends and more. As well as multiplying 1 group of 18, 2 groups of 9, 3 groups of 6, 4 groups of 4.5, ...

Joining in from Vermont. Some routines that resonate in my practice - Estimation Exploration, Stronger and Clearer each time, Collect and Display, 3 Reads, 3 Listens, Turn and Learn, WODB, Notice and Wonder

A joy to be here with you @jjdlagrange.bsky.social

Really great positioning @dcrescitelli.bsky.social

Thank you for sharing some time this evening. I appreciate you all. #ElemMathChat

A key point for sure - @mfannie.bsky.social often I encounter educators not willing to ask questions for which they may not have an answer - being vulnerable and open to new ideas seems to be a challenge some are not ready to embrace, yet.

John Dewey (Love those Vermonters) stated, "We don't learn from experience, we learn from reflecting on experience." As we wrap up our chat - how can we engage with reflection to reinforce our mather communities? #ElemMathChat

A fantastic collection of work - can't wait to share with some aspiring math educators in the next few weeks!

Questioning...we pondering listening. So how might the many types of questions we pose frame the mather space? #ElemMathChat

Within a give math class - I hope to "gather" ideas often. May be in a warm up - may be around a group conversation in an activity, or at the close of a lesson. Hanging some unfinished ideas in parking lots, or in visible spaces for further consideration as we keep our minds moving.

#ElemMathChat - Our Mathers are in good hands with this group. Let's consider the next layer - parents.

So this is a challenge - to create more positioning space for listening and making sense of...makes me realize my role as a mather does include being less of a teacher, more of a ambassador who sits alongside the math in the room being cultivated by the thinkers and doers. #ElemMathChat