If you want to know more about the Choral Counting math routine this article is a great place to start. The authors Angela Chan Turrou, Megan L. Franke, and Nicholas Johnson share classroom vignettes and why this routine is important and powerful to embed in your practice.

This is an old favorite.  This article reframes rules or procedures that many people take for granted.  The authors, Karen S. Karp, Sarah B. Bush, and Barbara J. Dougherty share the underlying mathematics of each rule and why they aren’t accurate or useful for students and teachers alike. 

Some of the most important work we’ve done has been with these three leaders of mathematics, Deborah Schifter, Susan Jo Russell and Virginia Bastable.  Their ideas are grounded in research and could help you reframe all the work you do with teachers to support their understanding of diverse learners.

Jo Boaler, renowned mathematics educator and researcher along with Cathy Williams and Amanda Confer wrote this seminal article on anxiety associated with learning math facts. They describe the importance of developing strong number sense by doing engaging mathematics activities.

Although this article by Rachel Lotan doesn’t discuss mathematics specifically, it does focus attention on the importance of students working in groups to exchange ideas, listen to one another and to problem-solve together.  Lotan directs the program on Complex Instruction at Stanford University where she focuses on linguistically diverse classrooms.

James C. Willingham, Jeremy F. Strayer, Angela T. Barlow, and Alyson E. Lischka think it is imperative that teachers consider how to leverage students’ mistakes during classroom instruction.  They argue that both students and teachers will deepen their understanding and provide a list of criteria for deciding which mistakes are worthy of class examination.