It’s Day One! This morning kicked off the 2025-26 iteration of Long-View’s Big + Little Math. For the past six years, a group of Long-View’s older mathematicians (known as Bigs, typically 7th and 8th graders) have met with a group of the youngest (known as Littles, typically 2nd and 3rd graders) in partnerships every Thursday morning from 8:30-9:30. As detailed in an earlier post by Astrid, one of Long-View’s first Bigs, the partners work through a studio set together, and then, with support from teachers, they reflect and debrief on the experience in their respective age groups.
The benefits to Littles in this scenario come easily to mind: a younger learner builds mathematical understanding in conversation with an older learner whose experience and dedicated mentorship are sure to inspire. For the Bigs, it’s also easy to recognize how this experience in the cognitive and emotional work of teaching can be so beneficial. But what does being a Big do for these older learners as mathematicians themselves?
One week ago, the new Bigs gathered in Moontower for a characteristically Long-View form of training: an extended conversation about their role in this tradition. Prompted to speak about how to help their Littles build understanding, the Bigs’ comments ended up illuminating their own development as mathematicians. Here are a few short excerpts from their talk:
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