The goal should be to provide opportunities for students to come to recognize, informally, how numbers and operations work. Only then should formal methods, such as algorithms, be introduced, modelled, and supported.
– Focusing on the Fundamentals of Math – A Teacher’s Guide, p.4
Video Selections
These curated videos have been selected to help you gain a deeper understanding of the above selection from “Focusing on the Fundamentals of Math – A Teachers Guide”.
Shifts in Math Education (1:53)
From "Growth Mindset Thinkers"
Learning that Works (2:05)
From "English Language Learners and Mathematics: Patterning and Algebra "
What about the algorithm? (1:29)
From " Spatial Reasoning in NSN, Spatializing"
Explicit Teaching in Problembased Mathematics Instructional Moves (4:29)
From "Explicit Teaching in Problembased Mathematics"
Text Resources
This curated list of documents have been selected to help you gain a deeper understanding of the above selection from “Focusing on the Fundamentals of Math – A Teachers Guide”. Each link will take you directly to the relevant section within the document.
A Guide to Effective Instruction in Mathematics Gr. 13 Number Sense and Numeration 

A Guide to Effective Instruction in Mathematics, K6, Number Sense and Numeration Vol 1, The Big Ideas 

Learning Mathematics vs Following “Rules”: The Value of StudentGenerated Methods 

The Mathematical Territory Between Direct Modelling and Proficiency, What Works 

A Guide to Effective Instruction in Mathematics 46, Number Sense and Numeration, Vol 3, Multiplication 

A Guide to Effective Instruction in Mathematics K6, Vol 5, Teaching Basic Facts and Multidigit Computations 