Welcome to ATOMIM's Becoming Math Online Book Study!


Hopefully, you had an opportunity to join us at a Dine & Discuss. If not, that's okay, too. To participate in the online forum, you must be a member of ATOMIM.


Our rules here are simple: Keep it professional and respectful. Take a moment to read through others' comments. Use the reply option if you have a question or comment on someone else's post. We can make this an interactive space - an ongoing conversation - and get the most out of our learning together.


Each Thursday, we will post two prompts for that week's chapter. You may choose which prompt to respond to. It's okay to go back to previous weeks if you fall behind. The posting schedule is below. You can find all of the chapter prompts here. We've also linked each chapter below to the corresponding page on Tracy's website. And if you have a twitter account, feel free to tweet using the hashtag #becomingmath and include @mainemath.


9/28 - 10/25 Welcome to the Book Study

11/2 - 11/8 Chapter 1: Breaking the Cycle

11/9 - 11/15 Chapter 2: What Do Mathematicians Do?

11/16 - 11/22 Chapter 3: Mathematicians Take Risks

11/30 - 12/6 Chapter 4: Mathematicians Make Mistakes

12/7 - 12/13 Chapter 5: Mathematicians Are Precise

12/14 - 12/20 Chapter 6: Mathematicians Rise to a Challenge

1/4 - 1/10 Chapter 7: Mathematicians Ask Questions

1/11 - 1/17 Chapter 8: Mathematicians Connect Ideas

1/18 - 1/24 Chapter 9: Mathematicians Use Intuition

1/25 - 1/31 Chapter 10: Mathematicians Reason

2/1 - 2/7 Chapter 11: Mathematicians Prove

2/8 - 2/14 Chapter 12: Mathematicians Work Together and Alone

2/15 - 2/21 Chapter 13: "Favorable Conditions" for All Math Students


  • 12 Jan 2018 4:52 PM | Anonymous member (Administrator)

    How does Emily's story (194-200) make you think about the role of connections in students' proficiency, or lack thereof?

  • 04 Jan 2018 3:40 PM | Anonymous member (Administrator)

    Choose a rich problem from an upcoming lesson and plan how you might give students the opportunity to springboard off their first solution. The questions "What new questions do you have?" or "What are you wondering about now?" might help. What new questions did students generate or what new questions do you think they may generate?

  • 04 Jan 2018 3:39 PM | Anonymous member (Administrator)

    In the section on standards (169), Debbie never wrote an objective on the board, yet her students engaged in rich exploration of the standards. In your teaching context, how might you give students opportunities to uncover the standards through inquiry?

  • 16 Dec 2017 4:42 PM | Anonymous member (Administrator)

    Review Papert's image of low-threshold, high-ceiling problems. Choose a problem from an upcoming lesson and talk about how to lower its threshold and raise its ceiling. What changes did you make? Once you're done, think about the same problem in terms of open or closed beginnings, middles, and ends, as Dan Meyer described. Any further changes?

  • 16 Dec 2017 4:41 PM | Anonymous member (Administrator)

    Write about the section "Productive Struggle, Be Less Helpful, and Special Education." Does this resonate with your experiences?

  • 07 Dec 2017 5:42 PM | Anonymous member (Administrator)

    Jen Muhammad (pages 91-93) externalizes the internal voice she wants students to use. How might you try this strategy in your style? Think about it, try it, and write your reflection.

  • 07 Dec 2017 5:40 PM | Anonymous member (Administrator)

    Consider the list of related but distinct ideas around precision on pages 80-81. Which aspects do your students currently have? Which ones do your students need to work on most? What are some ideas you have to help them work on these?

  • 30 Nov 2017 8:17 AM | Anonymous member (Administrator)

    Re-read Julie's approach to opening questions (page 63). Next time you start a discussion with your students, ask a thought-oriented question rather than an answer-focused one. What happened?

  • 30 Nov 2017 8:16 AM | Anonymous member (Administrator)

    Consider the paragraph about keeping your face, body language, voice, and words neutral (page 63). How do kids pick up cues from you? How can you stay encouraging, honest, and neutral all at the same time?

  • 16 Nov 2017 9:09 PM | Anonymous member (Administrator)

    Choose an item or two out of the Make It Safe table on pages 51-53 that resonate with you. Try it in your classroom and then write about what you learned.

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