Hi, friends! I'm one of the math consultants/coaches @HamiltonCoESC in Cincinnati -- excited for #TMC18 and @NCTM Affiliates Leaders Conference -- and some traveling #octmchat
A1 I normally pick up on misunderstandings from seeing student work. This week I learned that students were confused that we use ( ) to represent points on a coordinate plan and intervals.
#octmchat
Over the years, I've learned new ways to "see" the decomposition of numbers. I'm fascinated by how Ss take numbers apart and put them back together in different ways. #octmchat
This has happened to me SO many times! The way Ss interpret the problem is different than what I intended. Communication & SMP 6 are important for teachers as well as students! #octmchat
A1 My first year teaching and I noticed a student who NEVER did any work that required subtraction. When I questioned, I learned she had been hospitalized during 2nd grade and then passed along to grade 7. Quick intervention but reminds me to ask! #octmchat
A2: This makes me #wonder Who is doing most of the talking? Is the emphasis on testing or thinking? I would want to probe further about this student's experience. #octmchat
A2 I teach my classes as flipped classes to try to get away from this thinking, even in a college class. This is so ingrained into many students though. Still trying this summer to get some students to talk during class--trying to give lots of space & show I'm listening #octmchat
A2: Jacqui Lehmkuhl is here! First, my math soul hurts hearing the child's response. My hope would be that we could expand and include the voice of all the others in the room. I would also suavely place mathtastic adjectives on our list. #octmchat
A3 My guess is that the student didn't realize that the 2 and the 3x are not like terms--but I would ask the student to "lead me through you're thinking" before pushing my assumptions onto them. #octmchat
A3: He said you can't add 2 + 3x because they are not the same thing - or like parts. He's so happy he walked into the kitchen at this moment! :-) #octmchat
A3: I know the student needs some reflection time! Is your expression reasonable? How can you verify the equivalence of the expressions to yourself, a friend, or someone with a different expression? #octmchat
A4: i often give a quick survey - sometimes it is anonymous. I ask what is going well and what is something they recommend to change or something they need. Ss are more willing to engage when they help shape the environment. And I get my BEST ideas from them! #octmchat
A4 I love the formative assessments and exit tickets I see going on in some classrooms. Kids putting their work into specific pocket folders - I need more help, I got this, etc #octmchat
A4: I love #noticewonder and #numbertalks and @WODBMath to give students voice and choice... I love hearing their thinking and their variety of strategies... I always learn when I listen with the intention to gather evidence of student thinking #octmchat
Q4: I stole the OCTM slogan of better together! When you hear mathletes collaborating, exploring, and enjoying trig identities it is one thing, but when they high five at the end and say "We are better together", all is right in the world! Everyone's voice matters! #octmchat
#octmchat is taking a break for summer but that doesn’t mean you have to stop the conversation! Use #octmchat & #octmconnects to continue sharing throughout the summer!
