“Parish, drawing from Fosnot and Dolk (2001) defines fluency as ‘knowing how a number can be composed and decomposed and using that information to be flexible and efficient with solving problems.’ (Parish 2014, p 159). Whether or not we believe that fluency requires more than the recall of math facts, research evidence points in one direction: The best way to develop fluency with numbers is to develop number sense and to work with numbers in different ways, not to blindly memorize without number sense.”

-Jo Boaler

“Our conventional ways of defining success in math class valued only certain kinds of thinkers and performers. In this video, I discuss how we can address this issue and help all students see themselves as mathematically capable.”

-Mike Flynn

“The goal of building thinking classrooms is not to find engaging tasks for students to think about. The goal of thinking classrooms is to build engaged students that are willing to think about any task.”

-Peter Liljedahl

Flexible mindsets go beyond growth mindsets by leveraging both the self-awareness and strategies needed to actualize a growth mindset. A flexible mindset is the interaction between self-awareness, adaptive strategy use, and perseverance that empowers learners to evolve and become self-directed.

-Susannah Cole, Julie Dunstan