Do I need to have an account?
An account on this site is required in order to view video content.
How do I create an account?
Click here, or visit mathsolutionsvideo.com and click the button at the bottom of the form that says “Create New Account.” Enter the requested info, and click ‘Submit.’ Your username will be sent to your email address. Make a note of your password. If you lose your password, you can always use the “Forgot Your Password?” link included on the login form on the Home page (be sure to log out).
Where is my key code?
The key code can be found in the front of your physical copy of the following book(s), on the following pages:
- About Teaching Mathematics, Fourth Edition — page xxix
- Beyond Invert & Multiply — page xxviii
- Beyond Pizzas & Pies, Second Edition — page xxiv
- Give Me Five! — page xxiii
- Good Questions for Math Teaching, Grades K–5, Second Edition — page xx
- Good Questions for Math Teaching, Grades 5–8, Second Edition — page xx
- Good Questions for Math Teaching, High School — page xx
- How to Assess While You Teach Math, Grades K–2 — page xvi
- How to Differentiate Your Math Instruction — page xxi
- It Makes Sense! Using Ten-Frames to Build Number Sense — page xx
- It Makes Sense! Using the Hundreds Chart to Build Number Sense — page xx
- It Makes Sense! Using Number Paths and Number Lines to Build Number Sense — page x
- Mathematics Discourse in Secondary Classrooms — page xxviii
- Math Games for Number and Operations and Algebraic Thinking — page ix
- Math Games for Geometry and Measurement — page ix
- Math-Positive Mindsets: Growing a Child’s Mind without Losing Yours — page ix
- MathVentures: 33 Teacher–Coach Investigations to Grow Students as Mathematicians—page xviii
- Math Workshop: Five Steps to Implementing Guided Math, Learning Stations, Reflection, and More — page xxx
- Number Talks: Fractions, Decimals, and Percentages — page xxxiv
- Number Talks: Whole Number Computation — page xxii
- Solving for Why — page xiv
- Talk Moves: A Facilitator’s Guide to Support Professional Learning of Classroom Discussions in Math — page xxxiii
- Talk Moves: A Teacher’s Guide for Using Classroom Discussions in Math (Third Edition) — page xx
- Teaching Preschool and Kindergarten Math — page xxvii
- Welcome to Math Class: A Collection of Marilyn’s Favorite Lessons, Grades K–6 — page xii
How do I register a product?
Find the key code in an eligible title from Math Solutions that you have purchased. Visit mathsolutionsvideo.com and create an account if you have not done so already, or log in if you have. Once you are logged in, navigate to the Product Registration page by clicking the “View/Register Products” link in the blue banner at the top of the site. Find the product you wish to register. Enter your key code, click the “Submit Key Code” button, and finally the “Complete Registration” button.
How do I view my content?
Once you have registered a product, you can view its associated videos or other content by visiting your Account page (make sure you are logged in first; otherwise, visit the front page and log in there) and clicking the “view” button underneath the picture of the registered product you wish to view.
Troubleshooting
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- Please keep in mind that there are many videos to load for each product and it may take several minutes for a page to load, depending on your connection speed.
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What are the best practices for watching my videos?
The teachers who agreed to be recorded in these videos have complex and challenging classrooms, just like you. When we watch videos of others it is easy to see things that we might do differently. It is then all too easy to move to a critical stance, focusing on what the teacher “should” have done differently. But we have found that such a stance is not helpful for learning.
These videos are not scripted or rehearsed. They are real classroom sessions. Remember that teaching is a complicated activity, in which the teacher is required to do many things at once. As you watch these videos, alone or with others, we recommend following the rules:
- Assume that there are many things you don’t know about the students, the classroom, and the shared history of the teacher and students in the video. Assume good intent and expertise on the part of the teacher. If you cannot understand their actions, try to hypothesize what might have motivated him or her.
- Keep focused on your observations about what students are getting out of the talk and interaction.
- Keep focused on how the classroom discourse is serving the mathematical goals of the lesson.
(From Talk Moves: A Teacher’s Guide for Using Classroom Discussions in Math)
