specific words and start discussions. Encourage students to explain their thinking when they solve a problem using math words. If they explain in a way that doesn’t incorporate the correct vocabulary, rephrase it for them using appropriate terms Use “word sorts” to allow students to make connections between various words and mathematical operations (for example, sort words like “add, altogether, in total, plus, etc.” under the addition symbol. Incorporate writing into your lessons to allow students to write about mathematical experiences, or explain a solution in their own words using math Use graphic organizers such as a Venn diagram to compare words, find examples, etc. Read Math stories By starting with something familiar, students can then make a connection from the new concept to what they already know, helping to make sense of the new ideas, as well as helping with retention. It is helpful for students if you start with the familiar and work towards building a bridge to new content. A popular method in reading instruction is to use KWL chart (What do I KNOW, what do I WANT to know, and then what did I LEARN). This could easily be used when learning a new math concept as well, helping kids make those important connections! Helping kids use their prior knowledge gives them something to connect a new concept to. But students can make connections in other ways as well, and this is a very useful strategy to help them learn, apply and remember new math concepts. All of math is interconnected, and it’s important to help kids see the connections between one math concept and another. We also then, have to find ways to make connections between the math they’re learning and their life, and help them see math in the world around them. Having an idea about how to solve a problem and then seeing that that is either a valid method or not is what we do as mathematicians. It’s the crux of the problem solving process. Play around with ideas and numbers and see what happens. The problem is, this is not normally how math is taught. Often, students are told, “Here is the process. Do each problem exactly like this.” Students then memorize a procedure without understanding the concept or making any connections to prior knowledge or their world. Instead, encourage exploration. Encourage mistakes, and then have students analyze why a method did or did not work. Then have them try again. Making a mistake shows that you tried It’s a workout for the brain It gives ownership of learning It shows what doesn’t work You might notice a concept or pattern that you wouldn’t have seen otherwise You understand and can talk about the problem a little bit better Understanding WHY a method didn’t work can lead you to the correct solution Mistakes make the moment you finally solve it that much sweeter: Just like reading a story creates a visual image in our minds, math problems should as well. Circle words that paint a picture and provide important information, and then use those words to draw a picture. Visualizing and drawing a picture is a helpful strategy because it provides kids with a mental image which will help them remember what they’ve learned. It can also help them break down a problem into easier to understand parts to make sense of it. If a problem seems overwhelming at first glance, spending time circling visual words and then drawing a picture of the problem can help make it