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5. Your implementation is good, but what do the results look like? I have deep experience working with data analysis of student performance data to check for gaps in curriculum and instruction. 📈

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4. You have written curricular resources, but what do they look like when teachers use them? My experience with professional development and curriculum design will help ensure that great curriculum works for teachers and students. 💡

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3. You’ve got well-organized curriculum. Congratulations! Now, how high-quality is that curriculum? What opportunities for advancing student learning might you be missing? I can audit existing curriculum to ensure that your school is maximizing their instructional time with students. 🎯

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2. Are your curricular resources well organized and easily accessible? I can support your school’s development of a system to manage curriculum. 🗂️

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1. Do you have curricular resources for your teachers? If not, I can help you get started. 🚀

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David Wees @davidwees.bsky.social · 19/07/2026

I’m putting out my shingle again as a math education consultant! I’m particularly interested in leveraging my experience as a curriculum designer and designer of professional development to support schools and school districts with their math curriculum.

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New blog post: We need an education system davidwees.com/content/we-n... Excerpt: “[Professional learning is] like a race with people running in different directions and there’s no baton in sight.” #edchat #mtbos #edtech

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Here is another reminder for me of how language is filtered by our experiences and the medium of communication.

Communicator => culture of communicator => expression & medium => what is actually heard => culture of recipient => receiver

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Bird and Gornall have filled their book with diagrams to help convey meaning, which I really like.

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What Bird & Gornall mean by this is that when coaching someone, if they bring up someone else, we have to remind ourselves that we can only focus on our actions, and not those of absent third-parties.

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Reading "The Art of Coaching" by Jenny Bird & Sarah Gornall, and am struck by this observation: "Be alert for third-party coaching; remind the client the only person they can change is themselves."

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This means that the 12 hit streak is actually really likely to have occurred, although perhaps not with a player hitting 0.2.

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With these updates, the results are below. Parameters: N = 15,461,292, p = 0.261, k = 12 -------------------------------------------------- Exact Probability (Matrix Exp): 0.68074470 Poisson Approximation: 0.68074461

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There have actually been 15,461,292 at bats all time in baseball. Also, the average for all players overall is more like 0.261 instead of 0.2. Turns out these both make a difference!

This issue points to a common misconception in probability. The probability of rare events goes way up when we include all of the events, not just the string that led to the rare event. (9/9)

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My code is here in case someone wants to check my work: docs.google.com/document/d/1... I could easily be wrong, and I don’t have an easy way to double-check my work, except my intuition. (8/9)

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5% means that we don’t really expect to have seen such a streak, it’s also not completely impossible to have occurred. It’s much different than the 1 in 244.1 million being reported though! (7/9)

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Parameters: N = 15,000,000, p = 0.2, k = 12 -------------------------------------------------- Exact Probability (Matrix Exp): 0.04796356 Poisson Approximation: 0.04796359 Both agree within many decimal places. That means the probability is in the order of about 5%. (6/9)

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I wrote (with help from Gemini) a script to calculate this for me, and it resulted into two answers; one an exact value and one an approximation. (5/9)

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If we make the assumption that every at bat had a 0.2 chance of being a hit (which is also an error, but probably will result in a lower estimate than the true answer), then the probability of a streak is much higher. (4/9)

According to www.baseball-almanac.com/hitting/hiat... there have been roughly 15,000,000 at bats. (3/9)

While their calculation of the probability of 12 hits in a row is correct, they are forgetting that this event occurred with a whole lot of other at bats. Instead of “what is the probability of this streak”, we should calculate “the probability of this streak” given all at bats in baseball. (2/9)

David Wees @davidwees.bsky.social · 15/05/2026

Apparently a career 200 hitter just got 12 consecutive hits in a row, and a bunch of people are freaking out over how unlikely this event is. See www.youtube.com/watch?v=jM5I... for example. This is incorrect probabilitistic thinking. (1/9)

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Here are four ways kids divided 2 brownies fairly with three people. What do you notice? What do you wonder? #mathchat #maththinking

Two rectangles each divided into 3 parts with the parts labeled with names.

Two squares, divided into three parts like how one might divide a circle into three equal parts from its centre. Each part is labeled 1,2, and 3.

Two rectangles are separated vertically into three parts. Each part is labeled 1/3 and has a person's name associated with it.

Two squares are shown. One square is divided into two parts. The other is divided into halves, and one of those halves is split into 1/6ths. Under is written 1/2 + 1/6 = 2/3.

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David Wees @davidwees.bsky.social · 15/05/2026

I heard this exact answer while observing a class, and was stumped on why they might think this. I assume that this mistake is not random, it is the result of some hard thinking by the child.

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David Wees @davidwees.bsky.social · 15/05/2026

A child is given 150-118 to solve. Why might they say this is 92? #mathchat #maththinking

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David Wees @davidwees.bsky.social · 21/03/2026

New blog post: Teacher Evaluation or Teacher Growth? How might your school look different if everyone had a shared vision of where they were trying to go as a school and had the time to plan how to get there? davidwees.com/content/teac... #edublog #edchat #blogger

davidwees.com

Teacher Evaluation or Teacher Growth? – The Reflective Educator

David Wees @davidwees.bsky.social · 20/03/2026

I had a middle school math joke, but it's pretty irrational.

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We need to transition from lists of documents to a visible and coherent curriculum.

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One of my colleagues uses AI to create a personalized feedback loop for his students' writing. He uses a gated AI with safeguards in place, and has students upload their writing samples. The AI compares the writing samples to the rubric, and offers feedback.

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Actually, these are just student-facing. Our school is working on some guidelines for teacher use though, which mirror some of these ideas.

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Some useful information on how some schools are defining acceptable uses of AI, both in teacher workflows and student tasks.

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Avoid 30 students on 30 laptops working in silence. One of the greatest strengths of the classroom is the ability of students to collaborate in their learning.

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Students should: 1. Learn how AI works (and when it doesn't). 2. Learn the ethical considerations behind using AI. 3. Learn how to use it responsibly.

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"Every student should have a basic understanding of how AI works." Dr. Jennifer Chang Wathall I think this is 100% true, but mostly as a defensive measure to support and to understand the capabilities and limitations of the technology.

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Dr. Jennifer Chang Wathall quotes some very high adoption rate for the use of AI in schools (roughly 85%), but I recall @ddmeyer.bsky.social presenting conflicting evidence in terms of AI adoption.

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"71% of industry leaders say they would rather employ a less experienced candidate with AI skills rather than a more experience candidate without them." Dr. Jennifer Chang Wathall

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Four Stages of AI Adoption, according to Jennie (she told us to call her Jennie). I think these stages are similar for any new educational technology tool?

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"School leaders are bombarded with conflicting advice. Which of it should they listen to?" ~ Dr. Jennifer Chang Wathall

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"Knowledge is boundless. There is an end to life but not to learning." ~ David Kuo Cheng Chang

First message: be responsible in your use of AI. If you don't need an image to be AI generated, don't use AI. It costs too much water!

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