{"id":11939870,"date":"2025-09-05T16:58:56","date_gmt":"2025-09-05T16:58:56","guid":{"rendered":"https:\/\/theteacherstudio.com\/?p=11939870"},"modified":"2025-09-05T17:01:02","modified_gmt":"2025-09-05T17:01:02","slug":"mathmovesandmathbehaviors","status":"publish","type":"post","link":"https:\/\/theteacherstudio.com\/mathmovesandmathbehaviors\/","title":{"rendered":"Building Math Behaviors and Engaged Thinkers: Math Moves That Matter"},"content":{"rendered":"

Let\u2019s be honest\u2014math class can be a little tricky to manage. Some students finish early and need something meaningful to do. Others are still working to build habits like perseverance, organization, and talking through their math thinking.\u00a0 We know we need to teach math content but also the Standards for Mathematical Practice. And as teachers, it\u2019s easy to fall into the trap of focusing on whether students got the answer<\/em> right instead of noticing the really powerful things they did along the way.<\/p>\n

Add in the frustration of trying to keep on a pacing schedule, balance behaviors, deal with meetings…I get it.<\/p>\n

\"Teaching<\/p>\n

In fact, when I surveyed my followers, two major topics surfaced.<\/strong><\/p>\n

    \n
  1. \u00a0“I need help with behaviors–both encouraging positive behaviors and managing negative ones!”<\/li>\n
  2. \u00a0“What do I do with my fast finishers?”<\/li>\n<\/ol>\n

    I spent a ton of time thinking about how to help.\u00a0 The two topics seem vastly different, but the more I thought about it, the more I realize how closely related they are.\u00a0 That\u2019s where Math Moves That Matter<\/strong> was born\u2014a way to make those \u201cinvisible\u201d math behaviors visible, fun, and worth celebrating. When students are engaged, negative behaviors decrease.\u00a0 Let me explain more.<\/p>\n

    Why Math Behaviors Deserve the Spotlight<\/h2>\n

    Think about it: what does it really mean to be a mathematician? Do we spend enough time talking about the math practices with students?\u00a0 It isn\u2019t just about racing through problems (shocking!) or filling in blanks. It\u2019s about showing perseverance when things get tough. It\u2019s about explaining math thinking and building on the ideas of others. Finally, it\u2019s about staying organized so your strategies are clear\u2014not just to you, but to anyone reading your work.<\/p>\n

    These are the skills that help students grow as problem solvers. And if you\u2019ve read Peter Liljedahl\u2019s Building Thinking Classrooms<\/em>, you know how important it is to make the process<\/em> visible. Students need to see what \u201cgood math behaviors\u201d look like and then be recognized when they show them. I needed to find a way to help teachers make this more tangible–and fun for students too.<\/p>\n

    The Power of Recognition: Introducing Math Moves That Matter<\/h2>\n

    Unfortunately, my idea seems complicated at first–at least tricky for me to explain. I’m going to give it a try! My “project”, Math Moves That Matter,<\/strong> combines three big components:<\/p>\n