About

My name is Brian Bushart (formerly Brian Stockus, if you knew me back in the day). I was an elementary school teacher for eight years in Texas. In the middle of that, I went back to school to earn my Master’s degree in curriculum and instruction with a focus on instructional technology. For five years, I led a team of content developers designing digital math lessons for elementary and middle school students.

Most recently I returned to Round Rock ISD as their Curriculum Coordinator for Elementary Mathematics. My job is to help guide the district’s 34 elementary schools and nearly 1,200 elementary teachers to deliver high quality math instruction.

You can follow me on this blog and @bstockus on Twitter. Consider joining me on Thursdays at 8pm CST for a Twitter chat I co-moderate called #ElemMathChat.

DISCLAIMER: This is a personal Web site, produced on my own time and solely reflecting my personal opinions. Statements on this site do not represent the views or policies of my employer, past or present, or any other organization with which I may be affiliated.

4 thoughts on “About

  1. Pingback: There is this “buffet of choice” for teaching and learning of mathematics: How can I choose?!? | One of Thirty Voices

  2. Lauren Giordano

    Thank you Kristin, Jamie and Brian for inspiring me to take the plunge on a numberless word problem. Your blogs gave me such insight into the how and why that I felt comfortable giving it a try this morning when I had a last second opportunity to teach a Grade 2 subtraction word problem lesson. Students shared that they most enjoyed being able to choose “just right” numbers for themselves (I love the literacy connection). They said that the most challenging part was selecting numbers that “made sense” in the context of the problem. I loved that for some students, this was very important to them. This gives insight into their depth of understanding of the problem (background knowledge) as well as their number sense and estimation skills. My biggest regret is not having enough time for students to share and hear each other’s reasons for the numbers they selected, the models they used, and their computational strategies. However, I was able to connect with many students individually and their worksheets shed light on their strategies. I feel a huge sense of success in witnessing so many Standards for Mathematical Practice at play in this one short 30 minute lesson and in seeing so much engagement and interest on the part of the students. So much potential here. Thank you again. Lauren

    Reply
  3. Amaya Ortigosa

    Hi Brian, Just wanted to say how much I enjoy following your work through your blog. I am the numeracy consultant with Elk Island Public Schools and I will be taking some of your ideas from your elementary teacher cohort into the work I do here. Thanks again!

    Reply

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