Brain Ninjas

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New Math

How to Teach Students to Analyze Errors in Math

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When students understand how they make mistakes while calculating math equations, they can begin to prevent making them. We teach our students to analyze errors in math. Come see how we use this strategy to help students deepen their math understanding and grab a free activity you can use in your upper elementary math class. We use this activity with our grade four and grade five math students and all of them benefit from it.

Over the years, we’ve had students that don’t want to correct their math errors. Why do students need to know how they made a mistake? For students, it helps them understand where they went wrong so they don’t repeat the errors. For teachers, it helps narrow down how to support or teach the student. But how do you teach students to analyze errors in math?

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The Truth About New Math

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What is new math and why does everyone keep talking about it? Here is what we tell parents about new math (spoiler alert-math isn't new). Get some practical tips for debunking the math myths.

New math is ruining education. Or at least this is what we keep hearing people (like parents, the media, and politicians) say.

What is this “new math” of which you speak?  I see the memes on Facebook and wonder, have I been teaching mathematics wrong? Has it changed? Did I miss an email about this?

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Conquer Math With These Proven Multiplication Strategies

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Are you struggling with teaching multiplication because students just don't know their times tables? Check out these ways we practice and build math fact fluency without the pressure ot timed drills.

We have taught students in grades four and five for so long and one trend we’ve noticed is that students cannot retain their multiplication times tables. What is happening to those little brains? Or is it because we teach these facts differently? We’ve been thinking about the different multiplication strategies we use in our classroom.

When we went to school, math drills were all the rage. But to be honest, the stress of answering sixty multiplication questions in less than a minute was horrible. And, I was lucky because I knew my times tables, but I just couldn’t write fast enough no matter how hard I tried. Those drills weren’t an assessment of my math skills. They were an assessment of how quickly I could write.

And don’t even get me started about the time I wrote a zero, but it was messy and looked like a six. Ugh! So, I knew I couldn’t give my students math drills. Here’s what we do instead.

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