Your tasks:

  1. Read a blog post

  2. Leave a comment on it.

  3. Share about the blog post you read in a comment on this post.

Welcome to our MTBoS Orientation! Below you’ll find an activity to complete, and detailed instructions on how to do it.

In addition to instructions, we’ll also weave in further ways to pursue the activity. Two things we’re aiming for are helping you to connect to quality resources that you’ll find helpful in your classroom, and helping you to connect with other teachers online that you ”click” with. You’ll find ways to push out in both these directions. Everyone’s different—how much prior experience they have online, what their classroom looks like, the areas they hope to grow in, and their personal tastes. We hope you’ll find experiences online that speak to you, and that we can help.

All right, reading a blog post. Let’s look at a few places online where you can find a blog post to read.

1. How to Find a Blog Post to Read:

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a) On the MathTwitterBlogosphere Weebly site, you’ll find some lists of teachers who blog about different age groups and courses, as well as by special interests. They’re a great place to find some blogs to begin reading. You can also check out the site’s page of A Few Good Blog Posts.

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b) Maybe there’s a specific topic you’d like to read about, like quadratics or division or similar triangles. Then you can head over to the MTBoS Search Engine and type that term in. Scroll through the results, pick a post and read it. Not sure what to search for? Random Post button!

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c) Maybe you’d like to read a post by someone with a particular profile—like someone who’s a math coach, or who’s interested in flipped classrooms, or who lives in your state/region/province. Then head over to new MTBoS Directory and poke around for someone. Take a look at their blog and read a post. And maybe while you’re at the directory, you’ll add yourself to it!

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d) For each of the past couple of years, Geoff Krall has compiled and curated a Math Blogging Retrospectus. Community members submit some of their favorite posts of the year—it’s a great place to find some great posts to read! If you find a post you like, definitely go and check out the author’s blog.

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e) If you have some spare time, get lost down the rabbit hole of blog rolls. Many bloggers keep a list of the blogs they enjoy reading in a list on the side of their blog. One of the best ways of finding new blog posts and bloggers is to springboard from blogrolls or other mentions of blogs by bloggers whose work you enjoy.

f) Maybe you already have a blog that you enjoy reading, but there are old posts that you’ve never gotten around to reading. You could take this as a chance to do a deep dive into their archive. Or if you’re on Twitter, maybe there’s someone there whose tweets you enjoy, but you’ve never read their blog. Here’s your chance to see what they can do with more than 140 characters!

2. How to Leave a Comment on a Post:

When you visit a blog, it’s usually a whole page of individual blog posts. In order to comment, you’ll need to be on the page of a specific post, which you can get to by clicking on the title of that blog post. When you scroll down to the bottom of a post, there will be a prompt that says something like “leave a comment” or “leave a reply.” It will ask you for some information. It’s your call if you want to use your real name or come up with a fun pseudonym. Listing your website is optional, don’t feel bad about skipping it. And don’t worry, your email address will not be published with your comment.

When you comment on a blog post, you can write a question to the author, share a related experience or a resource you like, or just express your appreciation to the author.

Maybe the author or another commenter will respond to your comment. You can always return to the blog post at a later time in order to check. If you’d like, you can receive a notification when additional comments on a post are added. There should be a checkbox underneath the comment box giving you the option to “check here for notification of follow up comments.” It’s definitely worth giving it a try!

Making a comment can sometimes hit a snag:

  • You might not see your comment show up on a post right away. Don’t worry: often bloggers moderate the comments on their blog, which means they approve comments before they show up on posts.
  • It can sometimes be tricky to “log in” in order to post a comment. Depending on the platform the blog author uses, you might need to have an account of some kind in order to comment.
  • If you’re not careful, you might hit “back” on your browser, and your comment might get deleted. As a precaution, sometimes you might choose to compose a comment that’s on the long side in another document, and then cut and paste it to the comment box.

If you run into any trouble leaving comments somewhere, feel free to get in touch with us. Email is one way:

3. How to Leave a Comment Here:

Don’t just comment on the blog you read! Once you’ve read a post, come back here to this post and comment on it as well, down below. (The same process applies.) With your comment, you’ll be sharing what you find with your fellow MTBoS explorers. In the comment, include the link to the blog—just copy and paste it—and let us know what you liked about it. Have a look around to see if any of the blog posts shared by the other commenters are compelling to you, and maybe go check some out. That’s another great way to find new blogs—recommendations from fellow travelers. You might even go for extra credit and read and respond to several blog posts!

Have a great time finding some blog posts that inspire and engage you. When you’re ready, click on to task two to get started on Twitter!

63 thoughts on “Blogs

  1. THANK you for really TEACHING people. You work demystifies and makes an incredible resource very accessible to everyone with a computer and an internet connection. Gives us just enough support to gain confidence! While I do read blogs, I have definitely been paralyzed by the sheer number and this helps me out a ton. Thank you. Thank you. Thank you.

    • Wo2w#8&30;so forget input from students, teachers and parents and leave the BOE in the dark, too and then lie and scheme. So is this the new play book on how to secretly set up a charter without any input from the public?Do you know what happened? Do they now have charters in Pottstown? When will the tipping point finally arrive?

  2. Cool. Assignment complete. Got a neat idea for making a calculus review flipbook over at

  3. This was a great opening for diving into the MTBoS. I took a look at this post on lesson planning:

    There is tons of thinking in these comments on the basics of how math teachers consider lesson planning, and a lot of points of intersection where we can learn from one another. I’m excited to be continuing the dive into the MTBoS over the next few weeks!

  4. I’ve a number of blogs recently, but the one I chose to comment on was Andrew Shauver’s blog ( and his article related to “teaching to the test”.

  5. I read Slicing Three-Dimensional Figures- CC 7.G.3 by Sherrie Nackel.

    I also teach this topic with my 7th graders and love that someone else teaches it similar to how I do.

  6. I read Bob Lochel’s blog: about the NCTM presentation on complex numbers by Michael Pershan and Max Ray. I attended this talk too and was blown away by the simpleness of this “complex” idea. It was so cool. I complimented Bob on doing a great recap. Now, when I get a chance to recap my NCTM thoughts, I can just link to his 😉

  7. Thanks to Alex Overwijk’s SlamDunkMath blog and the presentation at NCTM Boston 2015 by Alex and Bruce McLaurin, a colleague an I have been inspired to try something new next year. We will implement spiraling-activity based lessons in a class for struggling freshmen. Thank you to all MTBO’s for sharing your expertise with us online.

  8. I left a comment on Lisa Henry’s post here: She has pulled together all of the released info from PARCC and organized it by standard. This will help me a lot as I think about sequencing for next year and final prep for the EoY exam this year.

  9. Scrolling though my Feedly I found Lisa Henry’s post “Sometimes, Life Just Gets in the Way” ( Her post rekindled my spark to blog and reminded me that it’s okay to be selfish/self-less. It might not be a curriculum-based post, but it’s a life post.

  10. Followed up on Adrienne’s post with a reply of my own. Love the way we can each grow and learn and be inspired by the realizations of others. Thanks for sharing, Adrienne!

  11. I’ve been looking to expand my knowledge of K-5 math and found a great activity for learning trajectories at

  12. I happened to have Bob Lochel’s blog up on a tab from an AP Stats idea (chi square with clay dice!) so I was tickled to see him write about the complex numbers session at NCTM. I was there, too, and definitely rambled on in my comment. But, one thing leads to another, leads to another … (Forgive me, Bob!) Happy to (finally) be taking the #MTBoS challenge. It’s taken me far too long.

  13. I looked up the blog that contained a photo I saw at the booth. Pencils taped to spoon was the brainchild of Amy Gruen. Loved the idea and loved the voice in her blog.

  14. Our 8th graders are starting work on tetrahedron kites. I was looking through tetrahedron images and clicked on one which took me to a blog titled: Physics & Physical Science Demos, Labs, & Projects for High School Teachers After leaving a reply, I noticed it is dated 2008. It’ll be interesting to see if I receive any feedback. Oh, and these Tetrahedron kites… open up a pandora’s box of topics including simple area and volume ratios, to Sierpinski’s triangle and fractals and the science of the elements in flight, Bernoulli’s principle with high and low pressures. It’s a great time to be a teacher who feels like she’s a student — always learning and improving!


    This was a great post about how he avoided using the previous teachers materials when he first started, and created his own “path.” I left the following comment:

    Absolutely on point. Whenever I use pre-made worksheets (out of laziness), the lesson falls flat. When I make handwritten (out of laziness) lessons the kids tell me how much more they enjoy it. It is interesting to think of the tech implications: the most useful piece of technology could be the xerox machine, or anything that allows us to quickly write and distribute our own material.

  16. My second grade class is using 3-Act tasks. Thanks to I was able to get started since I can find tasks that are friendly to primary grades. Reading Dan Meyer’s work at has helped me to understand the implementation. Thanks, #mtbos!

  17. So, I read Drawing On Math, specifically the entries about weekly routines, which I also implement (but different ones). I’m now adopting Tina’s strategy for Wednesdays, which is awesome and a vast improvement to what I was doing.

  18. I read’s blog post on his first year teaching AB Calc. Next year is my first year and I’m a little concerned that my goal of true understanding won’t be met if I’m looking for my kids to be successful on the exam given the amount of information they’ll need to cover.

  19. I read this post on Math with Bad Drawings: It was hilarious, as always, but also perfectly timely for my classes as we come back from spring break next week. Nice way to ease back into my stats classes.

  20. So I fell down the rabbit hole of blog posts yesterday. I watched a few hilarious math videos via Sweeney Math (, read about organization of my classroom and little tips and tricks via Miss Calculate (, and then I found some an awesome Polar Graphing Intro activity on Michael Fenton’s blog ( It was awesome, because I’m doing polar graphing next week! So, I developed a lesson with his materials and I can’t wait to try it out in class with my kids! It also forced me to play with Desmos a little more — I’m feeling more and more comfortable using it!

  21. I love reading about Dan Burfeind’s days over at A post that jumped out at me was this one: about using time after testing wisely. I suggested working on a 20% project a la Chris Vaudrey.


    Thank you to Carl for this….I have been stuck between 2 & 3 for a while….looking forward to moving on 🙂

  23. How do you go about having a blog added to the list on the weebly site?

  24. Not sure how I stumbled onto by Alex Overwijk. Inspired to continue with the non-permanent vertical surface and visibly random groups. And now I need to check out activity based curriculum and spiralling.

  25. I read Fawn Nguyen’s: post about her students doing a grade 4 short response question and grading it in class. This was after I fell down the rabbit hole of mathalicious for a bit :]
    So excited to join in the MTBoS!! THANK YOU for this!

    I keep coming back to this post because it is very practical help for how an elementary teacher can modify problems to make them accessible and interesting for students.

  27. I really enjoyed reading the blog post “Creating a culture of questions” as it was similar to some comments made in a TED talk we recently looked at by Dan Meyer, encouraging students to create their own questions within the classroom rather than looking for instant solutions to problems via a quick answer from the teacher or a simple substitution into a formula.
    I also enjoyed the idea of openness with students and breaking down the illusion of teachers bend omnipotent beings within the classroom who have all the answers and can never be wrong.
    I look forward to reading more blog posts by David Cox and seeing other ideas that both he and other practitioners have used within their classrooms.

  28. I found an interesting blog on Growth Mindset. This is something that I feel is important within education and I’m interesting about finding out how it can be developed within the classroom.

    I found Dane’s idea about Growth Mindset Reports to be very intriguing and I’m hoping to hear more about how these have developed since he first posted.

    This is the second post/video I’ve seen about grading work with a highlighter. I love this is a way to give meaningful feedback, by explaining what each highlighting color means or only highlighting get where an error occurred, and can be done in a timely fashion.


    I found this post particularly interesting given lessons that I’ve been doing in some first grade classrooms using number balances to explore equality. Although it no longer surprises me, it fascinates me how children first learning to work with equations view 3 + 4 = 7 as valid, but 7 = 3 + 4 as completely wrong. While they have no trouble creating or interpreting a number balance with just a single weight on the left and multiple weights on the right, when they go to write the equation, they immediately want to switch the order around so the single number is on the right. I enjoyed reading this blog post because it makes the emotional component of the math so apparent – that kids have these pre-existing feelings about what should and should not be allowed…although it does make me think about whether we as teachers are the ones who have unwittingly created these emotional attachments to the “right way” of writing equations!

  31. Just read Kristin Gray’s blog, Multiple Towers in 4th grade on
    Talk about how to scaffold student understanding. What’s too much? I think that’s a question we all struggle with.

  32. I read on “Flipping the flipped classroom”. The idea intrigues me and I am looking forward to reading more on this topic…

  33. I stumbled across “journey of a mathematics educator,” which gives you a view from the other side of the fence, so to speak (i.e. Tutors of teachers)

    I like the idea of more work in lessons and less at home!

    My students are avid followers of sports. However, I’m not, so often times I will have no idea how to create a lesson with sports as the topic. Here’s one that’s done for you. Cool beans.

    I love this problem – accessible yet challenging. I couldn’t get the gsp file to download but the geogebra file is great. I also loved how people worked to tweak the problem, making it into a probability question was awesome.

    This was a great blog! The comments gave me tips on how to save time with my planning and some also shared how many hours they spend preparing lessons for the week (some only a couple of hours!). It was nice to get a feel for how long others spend on this.

  38. Well worth a read if you are interested in moving to a digital teaching planner. Such a time saver!


    Great podcast on what makes a great teacher. Easy listen and quite funny. Well worth a listen.

    Such a simple way of drawing out misconceptions and encouraging class discussion that I bet you rarely use!

  41. I chose this article after having been introduced to Mr Meyer through a module in the second year of university. His approach at the time greatly interested me through the various talks and articles presented. This one perhaps sums it up best.

    The idea of presenting a stimulus and only a stimulus can be daunting for both teacher and students, but armed with an appropriate understanding of how and when to use additional direction the learning should begin to thrive.

    It seems to be established in the mathematical community that engaging in maths is to pose questions and derive solid means to pair those up with answers. The application of this may not be quite as daunting as may first seem, as demonstrated by Dan in his article.


    The comments on this blog were great. Really helpful to get time saving ways to plan lessons and ideas for completed lesson plans.

  43. Some lovely ideas for display boards to engage pupils with Dweck’s growth and fixed mindset theory!

  44. Some great ideas about the importance of questioning and how we, as teachers, can develop a questioning environment in our classroom.

  45. Great blog really help me to navigate round for a first time blogger. Found a great blogger on keeping the classroom safe

  46. I read Begle’s First and Second Laws of Mathematics Education, by Dan Meyer

    I’ve been following Meyer’s publications for some time and even included translations of some of his posts on material I’m gathering for local teachers. When I’ve thought I wouldn’t include anymore ‘not classroom material / meta material’ on my collection, he strikes me with Beagle’s superb article. One of the problems I think I will be facing are institutions too tied to a particular teaching method/theory/paradigm, and his article may help me showing that we don’t know the perfect or the right way yet.

  47. Great post from Nathan Kraft’s Blog:

    Thanks for this MTBoS! I’m home with a sick kid today and have time to explore.

  48. Gabrielle Ladner-Mejia

    First, thank you for this step-by-step tutorial. It’s helping…A LOT. Jo Boaler talks about how important providing diagnostic feedback is for students. She believes this is the most important step in Assessment for Learning. Therefore, I enjoyed reading Fawn Nguyen’s post on giving feedback with a highlighter:, as it simplifies the grading/feedback process on both ends!

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