The Thinking Studio

Over the years, I’ve spent a lot of time thinking about how to help students take on more of the thinking during math lessons. After 11 years teaching 5th grade math, I now work as a K–5 math interventionist supporting students as they build confidence and deeper understanding in mathematics. Through that work, I began thinking of myself as a “participation architect” — someone who designs classroom structures that shape how students think, talk, collaborate, and engage during math instruction. I’ve seen how powerful it can be when students are given clear, structured opportunities to explain their thinking, discuss strategies, and solve problems together instead of relying on the teacher to carry most of the cognitive load. That’s what led me to create The Thinking Studio. The resources in this store are classroom-tested and used with my own students. They are designed to help teachers transform existing curriculum into collaborative math experiences that increase participation, discussion, visible thinking, and meaningful engagement for all learners.

My teaching style centers around one belief: students should be doing the thinking. Over time, this led me to think deeply about what I now call participation architecture — the intentional design of classroom structures that shape how students think, talk, collaborate, and engage during math instruction. Many students have not yet developed the confidence or skills needed to explain their mathematical ideas, work through problems collaboratively, or make sense of challenging tasks independently. Because of this, they often rely heavily on the teacher for direction and confirmation. I design lessons, routines, and collaborative structures that gradually help students build these skills through discussion, problem solving, and shared thinking. I focus on creating classrooms where students: • explain their mathematical thinking • listen to and build on the ideas of others • solve problems collaboratively • develop conceptual understanding instead of memorizing procedures • take on more of the cognitive work during math lessons Many of the routines and activities in this store were created to help teachers build classrooms where the hum of student conversation, reasoning, and visible thinking drives the math block. Rather than replacing curriculum, these structures are designed to help teachers transform the materials they already use into more collaborative, high-participation math experiences. The materials I share here are the same structures and activities I use in my own classroom and intervention groups. Every resource in this store is classroom-tested and designed to work with real students in real classrooms.

Degrees • B.S. Elementary Education – University of Maine at Farmington • M.Ed. Literacy – Lesley University • CAGS Mathematics Curriculum & Instruction – Lesley University Certifications • Elementary Education (K–6) • Elementary Mathematics (K-5) I was also a National Board Certified Teacher in Early Adolescent Mathematics from 2014–2024. Throughout my career, I’ve had the opportunity to mentor teachers, present at conferences, develop and facilitate professional development, and serve on a state-level teacher advisory board.