1.1 Principle 5

Upon reflecting on the 5 Math Minds principles, currently in my practice I have evolved into the mini lesson format with my math instruction. Over the past year, I noticed huge difference on how more engaged students were and how I was able to challenge students with more complex skills as the year progressed.

This process is like chunking the material into smaller component parts, but with the added aspects of connecting, integrated practice, and feedback built into the cycles.
In my own practice I have often used the phrase “mathematicians are lazy” to represent how we often build new methods by resorting to, or transforming problems into old ways that worked. The example of division by a fraction comes to mind, wherein a new concept is transformed into multiplication of fractions, something likely already taught.

The five Math Minds principles strongly align with my belief that teaching mathematics should be interactive, engaging, and focused on deep understanding. They emphasize student-centered learning, which resonates with my approach of encouraging active participation and critical thinking. However, they challenge me to rethink the balance between procedural fluency and conceptual understanding, pushing me to ensure that students grasp the “why” behind mathematical processes. These principles also prompt me to consider the importance of fostering a growth mindset and creating a supportive learning environment where mistakes are seen as learning opportunities. Overall, they inspire me to refine my teaching methods to better support student success in mathematics.