iiinova — where your digital self keeps evolving

Kit 🏳️‍🌈 @mrkitmath.bsky.social · 15/05/2026

#ITeachMath & this math ain't mathing!! How the heck did they get this washer in?? How are we supposed to get it out?? Talk about a PIVOT moment!! (Friends reference) Too bad the doorway was too tight for us to rotate it at all, or I would Pythagorean Theorem our way out.

A washing machine in a bathroom doorway is stuck against a diagonal wall, preventing it from coming out of the bathroom more than a few inches. The door was removed from its hinges to fit & the washing machine touches both sides of the doorway.

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Kit 🏳️‍🌈 @mrkitmath.bsky.social · 02/02/2026

@sneffleupagus.bsky.social & I presented at Western MA Math Partnership annual institute this past Saturday (1/31). That session, Modeling Matters, is probably our favorite session to co-present. Shelby talks about her fave, the area model, and I talk about my fave, the number line!

From right to left: Shelby Strong & Kit Golan-Bouche stand next to each other smiling & are in front of their final slide from their presentation. Kit, a white trans masc, is wearing a flo mask & blue suspenders over a button down. Shelby, a white woman, is wearing a brown dress & her tattoo is peeking out on her arm holding the phone for the selfie.

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Kit 🏳️‍🌈 @mrkitmath.bsky.social · 17/10/2025

Come see my session, Mathematize Our Lives, in A314 at 245pm.

Kit, a white person wearing a flo mask, stands in front of a board announcing their session in room A314.

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Kit 🏳️‍🌈 @mrkitmath.bsky.social · 19/09/2025

How did I not realize that NCTM chose FLORIDA to host 2027? If I was on the fence about my safety in GA, I'm adamant about not going to Florida for my safety. I'm outraged, annoyed, frustrated, & alienated that NCTM literally gives no thought to the safety of their members in choosing host states.

Screenshot of Table from NCTM's site, future annual conferences:
Future Dates City Dates
Atlanta October 15-18, 2025
Denver October 28-31, 2026
Orlando October 27-29, 2027
Minneapolis October 11-14, 2028
Boston September 26-29, 2029

https://www.nctm.org/Conferences-and-Professional-Development/Annual-Meeting-and-Exposition/Past-and-Future-Annual-Meetings/

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Kit 🏳️‍🌈 @mrkitmath.bsky.social · 21/05/2025

The first page of the form where they have the NYC DOE letter head, as well as the contact info if more details are needed. The third page includes this table with my service history, the dates, school name, and teacher, along with this info. The last page is signed by the verification unit.

A screenshot of the cover page of the NYC Public Schools employment verification.

screenshot of service history header:
start date
end date
job title
position (status)
location
license
state certification
subject(s) taught
grades in school
school type
is current?

6 rows in the table that all say the same thing:
mathematics
mathematics 7-12
math
06, 07, 08
Junior High-Intermediate-Middle

Verification Unit
New York City Public Schools
Division of Human Resources
Service, Support and Solutions

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Kit 🏳️‍🌈 @mrkitmath.bsky.social · 21/05/2025

When I expand the info about the experience requirement from MA's licensure page, this is what it says: HOWEVER, when I go to the NYC DOE page for employment verification, it has this lovely doozy: "The DOE does not complete third-party forms."

Academic: Teacher, Mathematics, 8-12, Temporary License
At least three years of employment under such valid license or certificate
Please submit a completed School Based Employment Verification/Induction and Mentoring form found here verifying you have completed at least three years of employment in the role (field and grade level) of the MA Temporary license sought. Note that for the purpose of this requirement, you do not need to verify completion of a one-year induction program with a mentor and 50 hours of mentored experience beyond the induction year on this form .
OR
Please submit a letter on official letterhead signed by a superintendent, assistant superintendent, principal, human resources director, or an equivalent position in a non-public educational setting verifying you have completed at least three years of employment in the role (field and grade level) of the MA Temporary license sought. The letter should clearly state your dates of employment and the role (field and grade level) of your employment.

This employment must occur in the state(s) or jurisdiction(s) that issued the comparable license(s) and may occur in a public or private school. If any employment is less than full-time then the letter should state the full-time equivalency.

Note that you can combine experience from different states if you hold a valid comparable license in each state and worked in the role of the license in each applicable state. For example, Mayra has a comparable, valid license from New Hampshire and worked under that license in New Hampshire for 2 years. She also has a comparable, valid license from Vermont and worked under that license in Vermont for one year. The office of Educator licensure can consider Mayra's combined experience under her New Hampshire license and Vermont license toward satisfying this requirement.
(the remaining text is irrelevant to the post & does not fit the character limit).

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Kit 🏳️‍🌈 @mrkitmath.bsky.social · 21/05/2025

I am stuck in a bureaucratic nightmare. I'm TRYING to get MA teacher licensure as an out-of-state teacher from a state with reciprocity! I meet the qualifications for a temporary license while I try to get my SEI endorsement & take the MTELs (I haven't failed any because I haven't taken any yet).

2017: Massachusetts general requirements
Has not passed all tests relevant to license sought (view) and
Possession of a bachelor's degree (view) and
Possession of a valid educator license or certificate from another state or jurisdiction (view) and
At least three years of employment under such valid license or certificate (view) and
Has not failed the Communication and Literacy Skills test (view) and
Has not failed the Mathematics subject matter test (view)

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Kit 🏳️‍🌈 @mrkitmath.bsky.social · 10/12/2024

Going back to our under 20 examples, I think this shows when I might use a strategy like this: If I am thinking about subtraction as the distance between 12 and 7, and I know the distance between 10 and 7 is 3 and I know the distance between 10 and 12 is 2, then I just add 3+2 to get that distance.

12 - 7 is modeled on an open number line.

The number like shows 7, 10, and 12, with a jump of 3 and a jump of 2 added together to make 5.

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Kit 🏳️‍🌈 @mrkitmath.bsky.social · 10/12/2024

I think one way I might represent this on an open number line is like this:

52 - 7 is modeled on an open number line.

In blue, the number line shows 50 and 52 on the right, with a red jump of 2 between them. Then there is a blue jump to the left from 50 to 43, and a red jump of 2 to the right from 43 to 45.

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Kit 🏳️‍🌈 @mrkitmath.bsky.social · 10/12/2024

Partially, this is because I don't need to do any "crossy-outy" bits (as Pam Harris would say), and because I'm using my knowledge of pairs to 10 (1&9, 2&8, 3&7, 4&6, 5&5). I have rewritten the correct number sentences on the screenshot below. The first number sentence uses pairs to 10. 3/?

The original image with blue markings on it. The example in the top right corner is circled with an arrow around it: 12 - 4 = 8, 10-4=6, 6+2=8.

Then number 1 says 14-5=9
Underneath, the 10-9=1 & 4+5=9 have been crossed out in blue, and replaced with 10-5=5, 5+4=9

Number 2 to the right shows 13-8=5. Underneath, the original 10-5=5, 3+2=5 have been crossed out in blue. They have been replaced with 10-8=2, 2+3=5.

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Kit 🏳️‍🌈 @mrkitmath.bsky.social · 21/11/2024

Right, and we started on a number line & discussing matching equations. For example, look at the two with arrows going left (2 & 3). Which one is 15 - 12 = 3 & which is 15 - 3 = 12? I would argue both are both because distance vs removal.

Screenshot of Activity 2, problems 2-4 on Kendall Hunt's website and the answers provided in the teachers guide.

To read more about the image, go to the original by following this link:
https://im.kendallhunt.com/k5/teachers/grade-2/unit-4/lesson-8/lesson.html

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