Designing sustained math professional learning

Today’s guest is Deborah Peart-Crayton. My apologies in advance (again!), but this is a longer episode because again, we are talking about things that are just so important for educators to know and every minute is well worth it! Deborah is a teacher, author, PhD candidate, and overall incredible contributor to the world of mathematics education. Her new book, Readers Read, Writers Write, Mathers Math is another MUST READ. In fact, Keep Indiana Learning and Mt. Holyoke’s Math Leadership program is co-hosting a book study starting on January 26. You can sign up at the link in the show notes - and join us for any and all of the sessions. If you can’t join us, the book study recordings will live on Keep Indiana Learning’s YouTube page. We want to support you in your learning on how to create an incredible culture of mathematics in your schools and classrooms! 

This is my third episode around math identity, culture, and why math anxiety is a real thing in our classrooms. I cannot stress how important this part of math teaching is and Deborah, and her book, are crucial resources for our mathematics classrooms. My favorite quote from this episode is ​, "They’re capable if they're invested and they’re invested if they’re curious and interested.” So have a listen and find out HOW we can create invested, curious, and interested mathers in our classrooms!

Places to find Deborah:

www.mathersgonnamath.com

Readers Read, Writers Write, Mathers Math!

Mather Merch!

Sign up for our Book Study!

Deborah Peart Crayton is the founder and Queen Mather of My Mathematical Mind. She started the #MatherMovement to disrupt the idea that math is optional. Deborah is a sought-after keynote speaker and dynamic elementary education consultant. With over 30 years in the field of education, Deborah speaks on a variety of topics related to math identity, elementary math content and instructional practices, and literacy connections to mathematics. She has shared her message at the local, regional, and national levels at state, district, and community events, and educational conferences.

Deborah is an expert at creating invitational and nurturing environments to cultivate positive mathematical identities, and has served in that capacity as a mentor and coach for elementary educators for over 20 years. She has had success with adapting instruction while maintaining grade-level expectations and possesses a deep knowledge of instructional practices and frameworks to engage all learners, including Cognitively Guided Instruction (CGI), Math Recovery, the Orton-Gillingham Approach, and Mathematical Language Routines (MLR).

Deborah holds a bachelor’s degree in speech communications and early childhood education, a master’s degree in educational studies with a concentration in literacy, graduate endorsements in elementary mathematics and teacher development, and is pursuing a doctorate degree in education program development and innovation. Her research interests are focused on the connections between math anxiety and math teaching efficacy and effective practices for developing high-quality professional learning. Deborah has dedicated her career and doctoral studies to supporting educators with innovative teaching strategies that allow students to see themselves as assets to the learning community and curious problem-solvers. Deborah believes that all children deserve high-quality instruction and the opportunity to become competent readers, writers, and mathers.