When a student gets stuck, what's our first response?
Give the answer?
Simplify the task?
Move on?
Or create space for the student to keep thinking?
Let's explore that tension at #NCTMDEN2026.
nctm.org/denver2026/#...
#ICUCARE #Choosing2See #dbc_inc

Being “on task” tells us something.
But it doesn't tell us everything.
Are students making sense of the mathematics?
Explaining?
Questioning?
Reasoning?
What are our systems actually looking for?
Let's explore this at #NCSM2026.
mathedleadership.org/conference/a...
#ICUCARE #Choosing2See

Students learn what matters by what gets noticed.
Speed?
Accuracy?
Getting the answer?
Explaining your thinking?
What are our systems teaching students to value in mathematics?
That's a leadership question I'll explore at #NCSM2026.
mathedleadership.org/conference/a...
#ICUCARE #Choosing2See

What does “doing math” actually look like?
Getting an answer?
Following a procedure?
Or making sense, reasoning, questioning, and connecting ideas?
That's a question I'll explore at #NCTMDEN2026.
nctm.org/denver2026/#...
#ICUCARE #Choosing2See #dbc_inc

What if what we call “engagement” is sometimes just compliance?
Students can be quiet.
They can be on task.
They can complete the work.
But who is doing the mathematical thinking?
That's a leadership question I'll explore at #NCSM2026.
mathedleadership.org/conference/a...
#ICUCARE #NCSM2026

When a student gets stuck, do we protect the pace—or protect the thinking?
Struggle isn't always evidence of inability.
Let's explore this at #NCTMDEN2026.
👉 Join me in Denver: www.nctm.org/denver2026/#...
#ICUCARE #Choosing2See #dbc_inc

Your walkthrough may tell you whether students got the answer.
But does it tell you who did the thinking?
That's a different leadership question.
Let's explore it at #NCSM2026.
mathedleadership.org/conference/a...
#ICUCARE #Choosing2See

A correct answer doesn't tell you who did the thinking.
What mathematical thinking got the student there?
That's a question I'll bring to #NCTMDEN2026.
👉 Join me in Denver: www.nctm.org/denver2026/#...
#NCTMDEN2026 #ICUCARE #Choosing2See #dbc_inc

🎥 Next week: #WorldPharmacistsDay #ESICMWebinar! How does ECMO affect antimicrobial exposure? How do you manage agitation in traumatic brain injury? Explore the vital role of #pharmacists in #ICUCare.

📅 𝗙𝗿𝗶𝗱𝗮𝘆, 𝟮𝟱 𝗦𝗲𝗽𝘁𝗲𝗺𝗯𝗲𝗿, 𝟭𝟰:𝟬𝟬 𝗖𝗘𝗦𝗧 👉 lives-stream.esicm.org/en/catalog/w...

#ESICM #IntensiveCare

Tomorrow, we’ll ask:
What are we choosing to see in mathematics?
Not just answers or struggle, but the thinking and mathematical work happening underneath.
Join me at the DE Math Equity Conference for both of my sessions.
#ICUCARE #Choosing2See #DEMathEquity #dbc_inc

What does your classroom teach students “good at math” means?
Speed and answers—or reasoning and sensemaking?
Let's explore that at #NCTMDEN2026.
👉 Join me in Denver: www.nctm.org/denver2026/#...
#NCTMDEN2026 #ICUCARE #Choosing2See #dbc_inc

Correct answer = thinking?
Struggle = inability?
Who is doing the mathematical work?
It all comes down to one question:
What are we choosing to see?
I’ll explore this in both of my September 15 DE Math Equity Conference sessions.
#ICUCARE #Choosing2See #DEMathEquity #dbc_inc

What does your system teach students about who is “good at math”?
Speed? Accuracy? Compliance?
Or reasoning, sensemaking, and contributing ideas?
That's a leadership question I'll explore at #NCSM2026.
mathedleadership.org/conference/a...
#ICUCARE #Choosing2See #dbc_inc

A classroom can look successful—but who is doing the mathematical work?
Don’t just ask, “Are students engaged?”
Ask, “Who is doing the thinking?”
That’s central to my session, “Equity Begins with What Mathematics Leaders Choose to See.”
#ICUCARE #Choosing2See #DEMathEquity

When a student gets stuck, do we see inability—or thinking in progress?
Support should help students keep doing the mathematical work, not take it away.
I’ll explore this in “When Correct Answers Are Not Enough.”
#ICUCARE #Choosing2See #DEMathEquity #dbc_inc