Just over a year ago one of the county instructional coaches for mathematics, Shelah Feldstein, came to visit me at Stanford. She asked me about an idea she had to enroll all of the fifth-grade teachers in several districts in my online class “How to Learn Math.” She also had wonderful plans to organize the teachers to take the course in groups and to sit together and process the ideas in school groups, with funded time. Many amazing things happened over the next year that have been detailed in research papers,16 but one I was particularly pleased with was that the teachers changed their own
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