Frequently Asked Questions About Math Workshop & Professional Development

A group of people sit around a table during a meeting or workshop. A woman stands nearby speaking.

Is Math Workshop More Work Than I Was Doing Before?

Change is hard. And, in the beginning, anything that is worthwhile will take work. However, soon your work will pay off and you will even find that math workshop is easier on you than the demands of a traditional classroom. You will no longer waste time planning lessons that don’t meet many students where they are—and end up increasing their confusion. You won’t have to plan intervention. Instead, the math workshop lessons you plan will be “just right” for students. Math workshop allows time for “spiraling” the big ideas throughout the year, which also gives students more time to practice and to process.

What Happens When My Students Move on and Their Math Class Looks Entirely Different Next Year?

Math instruction at any level doesn’t have to look that different. I used a math workshop framework in elementary and middle school, and I saw great success. I have also coached teachers in using a workshop model in grades PK-12. Students of any age benefit from some of the same things, including discourse, the use of manipulatives, exploration, and problem-solving. So don’t change your way so that students are prepared for traditional instruction later. Instead, have the positive presupposition that mathematics instruction is going to improve everywhere. And, even if it doesn’t change quickly, know that your work will help to create a positive and strong foundation for your students so that they are stronger next year, no matter what type of instruction they receive.

My Students Just Won’t Talk About Math During Workshop. How Do I Get Them to Share Ideas?

There is nothing worse for a teacher who really, really wants her students to engage in rich conversations about mathematics only to hear silence. When I hear silence in mathematics, I often think that there are two reasons for such: students assume they’re wrong or I really haven’t given them something that encourages discussion.

I’ve witnessed so many students look completely baffled when the teacher asks them to explain “how they know.” Most of these students, instead of explaining, assume that they must be wrong, and immediately change their answer. Discussion about mathematics has not yet become their norm. If this happens in your classroom, don’t worry. Your students will get there. They will get there because you know the value of discussion. Continue to work on developing a mathematical community in your classroom where students can freely take risks, ask questions, and share ideas. Make sharing in the classroom a usual process, whether students know answers or do not. Normalize mistake making.

Sometimes students aren’t talking because there is very little to discuss. When presented with a closed task, students rarely have much to share because there is only one answer and one way to solve the problem. If you are staring out on a sea of quiet students, you might want to look at the activity in which they are involved. Can you make it more open-ended?

The Math Workshop Structures in This Resource Are Created for a Sixty-Minute Math Class. What If I Have More Time? Less Time?

Math workshop, because it is more about the philosophy of how students learn and process number ideas, can be used no matter how much time you have. I’m a believer that the more time you have for math, the better. Having more time will mean that you get to know your students even better. Having less time will mean that you get to fewer groups, and you have to really be a stickler about not going over fifteen minutes for your focus lesson.

What If I Have One Student Who Needs Something Entirely Different from Everyone Else?

It’s all about differentiation! As teachers we understand that textbooks do not drive our mathematical goals; our state standards and our students’ needs drive instruction. Regardless of the resources that have been chosen by our school or school district, we should make an effort to understand our standards inside and out: what the standards are for this school year, the standards students have been instructed under in the past, and the mathematics that are to come in the years ahead.
Using this information, we are better able to support a student’s gap in understanding related to the standard being taught. In addition, we are able to clearly see if a student is already showing mastery of that said standard and what related standards they will be faced with in the future. Being able to fluidly move on grade level, below grade level, and above grade level allows us to support students when they need something specific.

But What About the Tests?

Tests! I know we all have them, and I’m betting we can all relate to the stress that comes with them. However, remember that math workshop will make your core instruction stronger. Students will get more out of their math time with you. Mathematics will be more meaningful, and students will more naturally transform into mathematical thinkers and problem solvers. So, bring the test on! It won’t matter what the test looks like; with true conceptual understanding, use of strategies and the know-how to problem-solve, students will do just fine on any test that comes their way.

Stay Informed on the Latest Teaching Strategies.

Get tips, resources, and updates to enhance your math teaching. Sign up for Jennifer’s newsletter today!