Mark Chubb, today on Twitter:

If a teacher sees students as disengaged and not liking math, what would be one good thing to watch, one good thing to read, one good thing to try?

**Watch**: Beyond Relevance & Real World.

**Read**: Why Don’t Students Like School?

**Try**: Estimation180.

Andrea Davis, later today in the comments:

Will you please give me the top three pieces of advice you have for the teachers of our youngest learners? We are K-6 and want to start now.

**One**, ask informal, relational questions (questioning, estimating, arguing, defining, etc.) as often as formal, operational questions (solving, calculating, simplifying).

**Two**, pose problems that have *gaps* in them — look up headless problems, tailless problems, and numberless problems, for three examples —Â and ask students to help you fill in those gaps. The most interesting problems are co-developed by teachers and students, not merely assigned in completed form by the teacher.

**Three**, before any explanation, create conditions that prepare students to learn from that explanation. These for example.

What are *your* suggestions for Andrea and Mark?

**Featured Comments**

Play.

Let’s try to describe a big number using a small amount of syllables (Berry’s Paradox). For example, 777777 takes 20 syllables, but saying “777 times 1001” takes 15. For a number like “741” which is seven syllables, “Nine cubed plus twelve” is much better. More complicated expressions test our perception of order of operations. Have students come up with a scoring system to rank abbreviations.

Read: Mathematical Mindsets

Watch: Five Principles of Extraordinary Math Teaching.

Try: Number Talk Images