Five Principals of

Extraordinary Math
Teaching
 What is Mathematics?
 The term Mathematics is derived from two Greek words:
Manthanein’ means ‘Learning’ ‘Techne’ means an ‘Art’
(or) ‘Technique’
 Mathematics means the art of learning related to
disciplines (or) facilities.
 Mathematics is for everyone everywhere.
 The laws of nature are written in the language of
mathematics.“
 Sustainable Development Goal 4 (SDG 4)

SDG4 focuses on education

and aims to “ensure inclusive
and equitable quality
education and promote
lifelong learning
opportunities for all.” 
 Mathematical Proficiency

The five strands are interwoven and

interdependent. We want children to develop a
wide range of calculation strategies (procedures)
that they can apply with confidence and
understanding, able to reason about what they
have done. Finally, we also want children to
develop a disposition towards doing mathematics
in which they recognize that they need to engage
in doing mathematics in order to learn
mathematics.
1. START WITH A QUESTION

What ‘s going on with the colors?

What is the connection between
numbers and colors?
And many more………?
 1. START WITH A QUESTION

 Engages Students: Presenting a thought-provoking question at the beginning of a math

class captures students' attention and stimulates their curiosity. It creates a sense of inquiry and
encourages active participation, making the learning experience more engaging and interactive.

 Promotes Critical Thinking: Math is not just about memorizing formulas and procedures;
it requires critical thinking and problem-solving skills. By posing a question, students are
encouraged to think critically, analyze the problem, and develop their own strategies to find a
solution. This fosters the development of logical reasoning and enhances students' problem-
solving abilities.

 Encourages Discussion and Collaboration: A question in math class can initiate a lively
discussion among students. It allows them to share their different perspectives, approaches,
and strategies for solving the problem. This collaborative environment promotes peer learning,
as students learn from one another and gains insights from alternative methods or viewpoints.
 START WITH A QUESTION
Continue:

 Activates Prior Knowledge: A well-crafted question can serve as a bridge between previous
knowledge and new concepts being introduced in the lesson. By connecting the question to prior
knowledge, students can make connections, recall relevant information, and apply it to the current
topic. This helps in building a solid foundation and increasing comprehension .

 Establishes Relevance: Sometimes students may question the real-world applications of what
they are learning in math class. Starting with a question can demonstrate the practicality and
relevance of mathematical concepts. By presenting a real-life scenario or problem, students can
understand the significance of math in solving everyday challenges, making it more meaningful and
relatable.

 Increases Motivation: A captivating question can ignite curiosity and motivate students to
actively participate in the class. It creates a sense of purpose and sets the stage for the exploration of
mathematical concepts. When students feel motivated and invested in their learning, they are more
likely to be attentive, participate actively, and strive for a deeper understanding of the subject.
 2. STUDENTS NEED TIME TO STRUGGLE.
 thinking happens only when we have time  I took this picture to class …….
to struggle
 and we took the time to struggle.
 believing that every math problem can be
 and the longer we spent, the more the class came alive
solved in 30 seconds or less,
with thinking.
 and if they don't know the answer, they're
just not a math person.  the students made observations.

 this is a failure of education.  they had questions.

 we need to teach kids to be tenacious and  struggling with a genuine question,

courageous,  students deepen their curiosity and their powers of
 to persevere in the face of difficulty. observation.

 the only way to teach perseverance  they also develop the ability to take a risk.

 is to give students time to think and grapple

with real problems.
 3. YOU ARE NOT THE ANSWER KEY
 Well, that is principle three: you are not  Math becomes an adventure.
the answer key.
 And parents, this goes for you too
 Teachers, students may ask you questions
 When you sit down to do math with your
you don't know how to answer.
children,
 And this can feel like a threat.
 You don't have to know all the answers.
 But you are not the answer key.
 You can ask your child to explain the math to
 Students who are inquisitive is a you or try to figure it out together.
wonderful thing to have in your classroom
 Teach them that not knowing is not failure.
 And if you can respond by saying,
 It's the first step to understanding.
 "I don't know. Let's find out,"
 YOU ARE NOT THE ANSWER KEY
Continued……
 Facilitator of Learning: A math teacher serves as a  Supports Conceptual Understanding: Instead of relying solely
facilitator of learning, guiding students through the on rote memorization, a math teacher focuses on
process of understanding mathematical concepts. developing students' conceptual understanding. They help
They present the material, explain key ideas, and students grasp the underlying principles and connections
provide examples, allowing students to develop between different mathematical concepts. By emphasizing
their own understanding through active exploration. the "why" and "how" of mathematical processes, teachers
enable students to apply their knowledge flexibly and
 Promotes Critical Thinking: Rather than providing
confidently.
direct answers, a math teacher encourages students
to think critically and problem-solve independently.  Provides Different Approaches: Mathematics offers multiple
They ask probing questions, challenge assumptions, pathways to arrive at a solution. A skilled math teacher
and guide students towards finding solutions through acknowledges and appreciates this diversity. They present
logical reasoning and analysis. This fosters intellectual different strategies and problem-solving methods, encouraging
growth and cultivates problem-solving skills. students to explore various approaches and choose the most
suitable ones for themselves. This helps students develop their
own problem-solving toolbox.
 YOU ARE NOT THE ANSWER KEY
Continued……

 Offers Feedback and Assessment: A  Creates a Supportive Learning

math teacher plays a crucial role in Environment: A math teacher fosters a
assessing students' progress and supportive and inclusive classroom
providing constructive feedback. They environment where students feel
review students' work, identify comfortable taking risks, making
misconceptions, and offer suggestions mistakes, and asking questions. They
for improvement. By highlighting promote collaboration and peer
strengths and areas of growth, learning, encouraging students to
teachers guide students towards engage in discussions, share ideas, and
deeper understanding and mastery of learn from one another.
mathematical concepts.
 4: SAY YES
 And all you have to do as the teacher is not be the  What would happen if we said "yes" to that
answer key idea?
 And say "yes" to their ideas.  I don't know. Let's find out.
 And that is principle four. Now, this one is difficult.
 IF : 2 + 2 = 12
 What if a student comes to you and says 2 plus 2
equals 12?
 Then : 2 + 1 = 11
 You've got to correct them, right?
 And it's true, we want students to understand certain  2 + 0 = 10
basic facts and how to use them.
 But saying "yes" is not the same thing as saying "You're
 1=9
right.
 0=8
 You can accept ideas, even wrong ideas, into the
debate and say "yes" to your students' right to
participate in the act of thinking mathematically.
 SAY YES
 Encourages Risk-Taking: When a teacher responds  Promotes Divergent Thinking: Mathematics often
with "Yes" to a student's answer or idea, it signals has multiple valid approaches and solutions.
that their contribution is valued and respected. When a teacher responds with "Yes," it validates
This positive affirmation encourages students to the diversity of ideas and encourages students to
take risks, share their thoughts, and actively think divergently. Students are more likely to
participate in class discussions. It creates a safe explore alternative methods, strategies, and
space where students feel comfortable expressing perspectives, which can lead to a richer
their ideas without fear of judgment. understanding of the subject. It promotes
 Fosters Confidence: By responding positively, a creativity and flexibility in problem-solving.
teacher instills confidence in students. It shows  Sparks Curiosity: A positive response from the
that their ideas are worth considering and that
teacher can ignite curiosity and inquiry in
they have the ability to think critically. This
students' minds. It shows that their questions and
confidence boost motivates students to engage
thoughts are valued, which motivates them to dig
more deeply with the subject matter, leading to
deeper into the topic. Students become more
increased participation and a willingness to
explore complex mathematical concepts.
motivated to seek answers and develop a deeper
understanding of mathematical concepts.
SAY YES

 Enhances Critical Thinking: When a  Strengthens Teacher-Student

teacher responds with "Yes," it Relationship: Responding positively to
prompts students to provide further students' contributions creates a
justification or explanation for their positive teacher-student relationship. It
ideas. This cultivates critical thinking fosters a sense of trust, respect, and
skills as students are encouraged to open communication. Students feel
analyze and defend their reasoning. It valued and supported, which promotes
pushes them to think more deeply, a positive classroom climate conducive
evaluate their assumptions, and to effective learning.
consider the logical connections within
the mathematical concepts.
 5. PLAY
 Mathematics is not about following rules.  What books are to reading, play is to mathematics.
 It's about playing and exploring and fighting and  And a home filled with blocks and puzzles and games
looking for clues, sometimes breaking things and play ,is a home where mathematical thinking can
 Einstein called play the highest form of research. flourish.

 And a math teacher who lets their students play  I believe we have the power to help mathematical
with math gives them the gift of ownership. thinking flourish everywhere

 Playing with math can feel like running through  We can't afford to misuse math to create passive rule-
the garden when you were a kid. followers
 And even if you were on a path, it felt like it all  Math has the potential to be our greatest asset in
belonged to you. teaching the next generation to meet the future ,with
courage, curiosity, and creativity.
 Parents, if you want to know, how to nurture the
mathematical instincts of your children play is  And if all students get a chance to experience the
the answer. beauty and power of authentic mathematical thinking.
 PLAY
Continued...

 Active Engagement: Just as reading books actively involves  Exploration and Discovery: Books open up a world of knowledge
the reader in the process of understanding and interpreting and perspectives, allowing readers to explore different topics,
written text, play in mathematics actively engages students ideas, and narratives. Play in mathematics encourages exploration
in exploring mathematical concepts and problem-solving. and discovery as students actively investigate mathematical
Play allows students to manipulate objects, experiment concepts, experiment with mathematical tools and manipulative,
with ideas, and make connections, fostering a hands-on, and make personal connections. Through play, students can
experiential approach to learning. discover mathematical patterns, relationships, and properties on
their own terms.

 Creativity and Imagination: Reading books encourages

creativity and imagination as readers visualize and interpret  Problem-Solving Skills: Reading books can improve critical
the stories, characters, and settings in their own unique thinking and problem-solving skills as readers analyze plot
ways. Similarly, play in mathematics provides a creative developments, make predictions, and draw inferences. Similarly,
space for students to imagine and construct mathematical play in mathematics develops problem-solving skills as students
models, patterns, and structures. It encourages them to engage in mathematical games, puzzles, and challenges. They
think outside the box, explore new possibilities, and invent learn to approach problems from different angles, persevere in
their own mathematical strategies. finding solutions, and apply logical reasoning to mathematical
situations.
PLAY
Continued..

 Joy and Motivation: Reading books  Social Interaction and Collaboration:

can bring joy, pleasure, and a sense of Books can be a catalyst for discussions,
accomplishment to readers. Play in sharing ideas, and building connections
mathematics can also create a joyful with others through book clubs or
and motivating learning environment. reading circles. Play in mathematics
When students experience the joy of encourages social interaction and
exploration, discovery, and successful collaboration as students engage in
problem-solving through play, they mathematical games, group activities,
develop a positive attitude towards and projects. It promotes
communication, cooperation, and the
mathematics and become more
exchange of mathematical strategies
motivated to continue exploring the
and insights among peers.
subject.
Conclusion

3
1 2 STUDENTS 4 &5
Start With NEED TIME YOU ARE NOT SAY YES &
Question TO STRUGGLE THE ANSWER PLAY
KEY