#atplc Archive
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Thursday May 26, 2016
Welcome to tonight’s chat. Remember to utilize the hastag throughout the chat.
Welcome to tonight’s chat. Remember to utilize the hastag throughout the chat.
Welcome to tonight’s chat. Remember to utilize the hastag throughout the chat.
Tonight’s topic: Developing mathematical thinkers (teachers and students!) in a PLC
Please take a second to introduce yourself and your position
Chris Tucker, assistant principal in Indiana.
Shannon from Washington, 1st grade teacher.
Q:1 How do we change the self-image of those sts that say “I’m not good at math”
I'll bite belatedly - or arithmetically? I'm Brian. I teach MS Ss English is CO.
A1 Three starting points: Unpack "math." Seek easier wins to (re)build confidence. Append "yet" to the end of the statement.
A1: Recognize that there is more than 1 way to 'get' math;let them know that not understanding it right away isn't being 'bad.'
Hi ! Amber, 7th English in OK. A1: Go back, trace the attitude to where that thinking started. Repair the foundation. Insecurity=root.
A1: use rich tasks w/ low floor: they can enter, will be interested Todd Hinnenkamp, Dist. Instr. Coordinator
Q:2 How do we change the self-image of tchrs who say “math is not my thing”
A2: as noted: it isn't their thing "yet" - develop skills, change mindset through PD, support, & risk-taking
A2 I want to combine the answers to Q1 from , , &
A2: Ts are like Ss--try & find the root cause 1st. Make math approachable instead of intimidating.
A2: Again,I'd go back to where that mindset started. If it was a T who imposed that,remind them how powerful their own attitudes are!
Q:3 When we plan st learning exper, should the target be what sts lrn or how they will go about lrning it? Which is mst impor?
A2 What's a more tactful way to ask, "If you're saying, 'X isn't your thing,' then do you also mean you're a T opposed to learning?"
I wonder about asking the T: "what would you do if a student says math isn't their thing?" Might stimulate reflection?
A3 My progression typically starts with the what, ideally yoked to a strong why, accompanied by a menu of how's.
I like that POV shift. Feels useful on multiple levels.
Q:4 How do we chg the priority of a math clasrm from a focus on getting the right answer twrd making sense of the math?
Analogous literacy moment to tonight's math focus: "I don't like to read. I'm not a good reader."
A4The biggest way to help shift the focus is to show Ts where the math is leading
A4 Presuming we grade what we value, 1 step might be diminishing assessment focus on right answer. Before that, though, task design.
A4 part 2 If they know where the math is going Ts will understand that simply following a procedure to a right answer isn't enough.
A4: culture where depth is > imp. than speed; pace dictates whether reasoning develops & whether sts learn to communicate effectively
A4:In some states,change grad requirements!Some can only make sense of real world math through certain levels.Goals guide instruction
We would never accept that statement from T's about reading but why does it seem to be ok when said about math?
I remember 1 of my HS math Ts who labeled procedural toiling as the plug-in-slug-in-Joe method. https://t.co/Ya9hoFgC1G
A4 part 2 If they know where the math is going Ts will understand that simply following a procedure to a right answer isn't enough.
Q:5 How do we transform mathematics instruc from a focus on memorizing to a focus on understndg? What is the balance?
Ts also need to see the importance of fluency vs. speed. They aren't the same thing. https://t.co/xWAW5zwC5q
A4: culture where depth is > imp. than speed; pace dictates whether reasoning develops & whether sts learn to communicate effectively
A5: The balance is what is logically driven vs. culturally driven. A square is a square bcs we say it is kids need to memorize that
I agree. Fluency, flexibility, and accuracy are each important and must be part of learning over time.
A5: Don't give 30 of the same question types. Give 10 questions and have students provide a rule that could solve all the problems.
A5 However 5+3=8 isn't a culturally developed norm. It's a logic driven norm where understanding takes the primary role for kid
I'd counter statements like these are often accepted in service of picking battles. These seem like fights worth having
This is where I quickly get out of my pedagogical depth: math facts vs. application. I glean insights from
Q:6 How can we use mathematical tasks to increase the IQ of our students? Or do you believe IQ's are fixed?
It may not need to be a fight Ts may just need the statement brought to their attention to shift thinking https://t.co/LxtuwtOE2M
I'd counter statements like these are often accepted in service of picking battles. These seem like fights worth having
Yes, it's approp. for gloves to come off here; student interests (partic., long-term) are signif. to us
Could be boxing gloves, or better yet the light-fingered variety of the cat burglar seeking side doors :)
A6 If increasing IQ scores is my most compelling why, I've fallen down a strange, uncomfortable rabbit hole. https://t.co/Muad8nOtPM
Q:6 How can we use mathematical tasks to increase the IQ of our students? Or do you believe IQ's are fixed?
A6Math tasks that require deep thinking will increase a child's problem solving skills IQ is irrelevant beyond SPED orSAGE placement
Cards on the table is great starting point, I agree.
And even then it's not something I notice or am even aware of in the classroom https://t.co/WBulkkRRA3
A6Math tasks that require deep thinking will increase a child's problem solving skills IQ is irrelevant beyond SPED orSAGE placement
Q:7 What are your go to professional books that support your vision of quality mathematics?
Absolutely! https://t.co/82SpxjYX0M
The tasks that we put in front of students can change intelligence or hinder it. The choice is ours.
The question is do we believe that the educational experiences we provide students can alter intelligence?
We absolutely can. That's the entire goal of education. https://t.co/zQiGCB6Sbf
The question is do we believe that the educational experiences we provide students can alter intelligence?
A7 Heard good things about _The Classroom Chef_ Caveat: Haven't read yet myself.
A7 Mathematical Mindsets by Jo Boaler is amazing!
