As to middle school, generally just a letter grade with an occasional ‘canned’ comment.

Yes, we need to do better ]]>

Of course, I won’t leave it at that.

If you look at the literacy comments, they are very generic. I would wager that many of the students in that class got exactly the same comments.

So we all need to do better – math folks as well as reading folks.

]]>The question is how do we shift adult learner beliefs so that they have the depth of understanding to recognize and record how their students learn and grow in their mathematical understandings. How do engage learners to value mathematical literacy? ]]>

Some other points that struck me:

(a) the home teacher did not have anything to add about math. While a lot of schools have moved to a “literacy in everything” approach, math is more likely to be siloed.

(b) the math comments use entirely growth-mindset language while the home teacher slid back into fixed-mindset terminology. I’m not trying to be super critical, but this illustrate how hard it is to break this habit.

(c) the kid gets a math assignment over the summer, but not a literacy one, which seems pro-active. However, I suspect this is misleading, since most schools will have some kind of summer reading guidance (usually pretty rich and actionable) while this single sentence may be the only pointer the family gets about math activities.

I’m searching some new teaching methods for my fourth graders to create a more interactive and explorative space and I’m enthusiastic after reading your post because a good friend of mine has a laser cutter and I have access to it.

But how do you use the triangles and hexagons in school lessons? At the beginning of a new topic as inspiration for the children or after introducing them to a new topic as deepening and repetition?

And how much instruction do you give to the class?

I’m looking forward to your answer ! Thank you! ]]>