LONG + LIVE + MATH for Families

 

WE BELIEVE that mathematics is critical to life. It’s a language that empowers us to communicate, solve problems, and make sense of our world.

WE BELIEVE that math learning is about more than just a good grade. It’s about deep conceptual understanding that supports ongoing growth and continued development.

WE BELIEVE that all students can learn math the right way — really learn and understand it more deeply — when we believe in them, expect them to participate, and encourage them to own their learning.

WE BELIEVE that all students deserve the opportunity to develop into creative problem solvers, critical thinkers, life-long learners, and more capable adults.

 

Girl with tablet

If you believe the same, we have the resources and support you need to make this math magic happen at home! Explore the articles below for strategies to help combat math hate, develop a growth mindset in your student, and much more!

 

 

SUPPORTING MATH LEARNING FROM HOME

 

 

4 Ways to Help Your Students Develop a Growth Mindset

 

A positive attitude and growth mindset can help students persevere and see the rewards of productive struggle.

 

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Ways to Combat ‘Math Hate’ in Your Student

 

Here are some strategies to help your students stop identifying themselves as "bad at math."

 

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All Students Need to Know That They’re “Math People”

 

Education is not a spectator sport. We need to encourage our children to actively engage and participate in it.

 

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Why Students Need to Explain Their Reasoning

 

The goal with traditional methods of math instruction is to get the right answer, but research shows that it's important for students to explain their thinking.

 

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MATH MYTHBUSTERS

 

It's amazing how many math myths are out there these days. Believing these myths can lead students (not to mention adults) to believe that math is "too hard," "not for them," or just plain unattainable. That's nonsense! Dr. Bob Hausmann, author and Learning Technology Scientist, and Amy Jones Lewis, our Senior Director of Instructional Design, bust these myths one by one in the articles below.

 

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Math Mythbusters! Part One

 

Bob and Amy debunk these common myths:

  • "I don't have the math gene."
  • "If I get the right answer, then I shouldn't have to explain why."

 

Bust the Myths

 

 

Math Mythbusters! Part Two

 

Bob and Amy debunk these common myths:

  • Asking questions means you don't understand.
  • There is only one correct way to solve a math problems.

 

Bust the Myths

 

 

Math Mythbusters! Part Three

 

Bob and Amy debunk these common myths:

  • Students use only 10% of their brains.
  • "If I just watch a video, then I will understand the math."

 

Bust the Myths

 

 

Math Mythbusters! Part Four

 

Bob and Amy debunk these common myths:

  • "I learn best when instruction matches my learning style."
  • "If I know the rule, then I understand the math."

 

Bust the Myths

 

 

Math Mythbusters! Part Five

 

Bob and Amy debunk these common myths:

  • FASTER = SMARTER
  • Some students are right-brained learners while others are left-brained learners.

 

Bust the Myths

Math Mythbusters! Part Six

 

Bob and Amy debunk these common myths:

  • "I'm not smart."
  • Cramming for an exam is just as good as spaced practice for long-term retention.

 

Bust the Myths