10.24.18 Agenda: Embolden Your Inner Mathematician (Week 7)

Week Seven of Embolden Your Inner Mathematician

We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.

Course Goals:
At the end of the semester, teacher-learners should be able to say:

  • I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.
  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can make sense of tasks and persevere in solving them.

Today’s Goals

At the end of this session, teacher-learners should be able to say:

  • I can implement tasks that promote reasoning and problem solving. (#NCTMP2A)
  • I can make sense of tasks and persevere in solving them. (#SMP-1)

From Principles to Actions: Ensuring Mathematical Success for All

Implement tasks that promote reasoning and problem-solving: Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

Learning Progressions for today’s goals:

  • I can implement tasks that promote reasoning and problem-solving. (#NCTMP2A)
  • I can make sense of tasks and persevere in solving them.

 

Tasks:

  • Poetry and watercolor (a.k.a., the beauty of mathematics)
  • Phases of the moon (See slide deck)

What the research says:

From Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5

In ambitious teaching, the teacher engages students in challenging tasks and collaborative inquiry, and then observes and listens as students work so that she or he can provide an appropriate level of support to diverse learners.  The goal is to ensure that each and every student succeeds in doing meaningful, high-quality work, not simply executing procedures with speed and accuracy. (Smith, 4 pag.)

Equitable teaching of mathematics focuses on going deep with mathematics, including developing a deep understanding of computational procedures and other mathematical rules, formulas, and facts. When students learn procedures with understanding, they are then able to use and apply those procedures in solving problems. When students learn procedures as steps to be memorized without strong links to conceptual understanding, they are limited in their ability to use the procedure. (Smith, 93 pag.)

Evidence of work and thinking:

Slide deck:

07_Visual Patterns-Promote Mathematical Discourse by Jill Gough on Scribd

[Cross posted at Experiments in Learning by Doing]


Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 21) Print.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.

10.25.17 Embolden Your Inner Mathematician: Implement tasks that promote reasoning and problem solving #TrinityLearns

Implement tasks that promote reasoning and problem solving.

Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

Principles to Actions: Ensuring Mathematical Success for All

Slide deck

7:15 15 min Homework discussion, Q&A,
Problem of the Week
7:30 45 min Numeracy through Literature –
Notice and Note
8:15 30 min

10 min

15 min

5 min

Designing for Learning

Read, select, and design –
anticipate and connect

  • Read and discuss
  • Brainstorm important concepts
  • Anticipate how learners will think and
  • Share using Post-it notes
  • Connect to essential learnings or skills
8:45 20 min

10 min

10 min

Practice –
Facilitate planned read aloud with others

  • Book 1
  • Book 2
9:05 10 min Closure
9:15 End of session

Learning Progressions

  • I can demonstrate mathematical flexibility to show what I know more than one way.
  • I can show my work so that a reader understands without asking questions.

Homework:

  • Mathematize a read aloud
    • Select a book
    • Identify the math standard
    • Anticipate what learners will notice and wonder as well as how they will “do the math”
    • Implement your mathematized read aloud (if appropriate for this topic)
    • Bonus points if someone observes your read aloud and tweets
  • Read: Implement tasks that promote reasoning and problem solving
    • What the Research Says: Implementing High Level Tasks (pp. 61-63)
    • Promoting Equity by Implementing tasks that promote reasoning and problem solving  (pp. 63-65)

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions: SMP.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Gough, Jill, and Kato Nims. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Colorful Learning. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.

10.18.17 Embolden Your Inner Mathematician: Implement tasks that promote reasoning and problem solving #TrinityLearns

Implement tasks that promote reasoning and problem solving.

Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

Principles to Actions: Ensuring Mathematical Success for All

Slide deck

7:15 15 min Homework discussion, Q&A,
Problem of the Week
7:30 15 min Number talk and
birthday breakfast
7:45 45 min Numeracy through Literature –
Notice and Note

Those Darn Squirrels!

8:30 35 min

 

Designing for Learning

Read, select, and design:
Anticipate and connect

  • Read and discuss
  • Brainstorm important concepts
    and anticipate how learners will think
    and share using Post-it notes
  • Connect to essential learnings or skills
9:05 10 min Closure
9:15 End of session

Learning Progressions

  • I can demonstrate mathematical flexibility to show what I know more than one way.
  • I can show my work so that a reader understands without asking questions.

Homework:

  • Mathematize a read aloud
    • Select a book
    • Identify the math standard
    • Anticipate what learners will notice and wonder as well as how they will “do the math”
    • Implement your mathematized read aloud (if appropriate for this topic)
    • Bonus points if someone observes your read aloud and tweets
  • Read: Implement tasks that promote reasoning and problem solving
    • What the Research Says: Implementing High Level Tasks (pp. 61-63)
    • Promoting Equity by Implementing tasks that promote reasoning and problem solving  (pp. 63-65)

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions: SMP.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Gough, Jill, and Kato Nims. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Colorful Learning. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.

10.11.17 Embolden Your Inner Mathematician: Facilitate meaningful mathematical discourse #TrinityLearns

Use and connect mathematical representations.

Effective teaching of mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving.

Principles to Actions: Ensuring Mathematical Success for All

Slide deck

7:15 15 min Homework discussion, Q&A,
Problem of the Week
7:30 15 min Deepening:
Use and connect representations
7:45 15 min Construct a viable argument and
critique the reasoning of others
8:00 20 min 5 Practices:
Anticipate, Monitor, Select, Sequence, Connect
8:20 40 min Visual Patterns – Routines for Reasoning
9:00 15 min Closure
9:15 End of session

Standards for Mathematical Practice –

  • I can make sense of tasks and persevere in solving them.

  • I can construct a viable argument and critique the reasoning of others.
  • I can use appropriate tools strategically.

Homework:

  • Practice finding and connecting multiple representations in our Number Talks
  • Read: Use and Connect Mathematical Representations
    • What the Research Says: Representations and Student Learning (pp. 138-140)
    • Promoting Equity by Using and Connecting Mathematical Representations (pp. 140-141)

“Connect Extend Challenge A Routine for Connecting New Ideas to Prior Knowledge.” Visible Thinking, Harvard Project Zero.

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions: SMP.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Gough, Jill, and Kato Nims. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Colorful Learning. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.