# Blog

## SMP #2, Part 1: Reasoning Quantitatively

In previous posts, we talked about MP 1--what it means to make sense of a mathematics problem (part 1) and persevere in solving it (part 2). Today, we'll continue Math Practice #2: Reasoning abstractly and quantitatively. What does it mean to reason abstractly and quantitatively? What does it...

## Algebra Foundations: The 3 Meanings of Minus

In my early years of teaching, a bunch of us used to joke about how the way we knew we were improving as teachers was that, even if we weren't totally sure students had learned what we intended, we at least managed not to un-teach them things. For example, the first time I taught a unit on...

## SMP #1, Part 2: ...And Persevere in Solving Them

As we discussed last week, Practice 1 has often been presented together with Practice 6 ("Attend to Precision") as one of the two "overarching" practices that work in conjunction with all the rest, which makes a certain amount of sense.

(CCSSM, 2011)

I also like the way that Grace Kelmanik and...

## SMP #1, Part 1: Making Sense of Problems...

Practice 1 has often been presented together with Practice 6 ("Attend to Precision") as one of the two "overarching" practices that work in conjunction with all the rest, which makes a certain amount of sense.

CCSSM, 2011)

I also like the way that Grace Kelemanik and Amy Lucenta have presented...

## When Assessment Guides Instruction: Silicon Valley’s Mathematics Assessment Collaborative

How has assessment been used to inform instruction? In 1996, the Noyce Foundation formed a partnership with the Santa Clara Valley Mathematics Project at San Jose State University to support local districts with mathematics professional development. The new partnership was dubbed the Silicon Valley Mathematics Initiative. Its early work focused on providing professional development, establishing content-focused coaching in schools, and collaboratively examining student work to inform teachers of pupils’ understandings.