Elementary math chat is a weekly math chat where participants come to discuss best practices, examine student work, explore routines for reasoning and research that guides and supports pedagogy centered on problem and student based learning.
Prepping for my session at @MCTM_MO Fall Conference tomorrow. If any of you will be there, stop by to say hi! Sorry to miss out on the chat tonight! #elemmathchat
A2: My first thought is..."voice and choice". In literacy, I am always focused on giving my student "voice and choice", I think this does transfer to mathematics instruction #elemmathchat
A2
1, We would read for understanding rather than for key words
2. We would use summarizing and determining importance in our daily practice
3. We would use questioning to propel learning forward
4. We would use fix-up strategies to repair and extend understanding #elemmathchat
A1: People wouldn't be so quick to give up on a S because he isn't a "math person." When a S doesn't know his alphabet, people don't say "He'll never read." But if he can't count, "He'll never be good at math." #elemmathchat
A2: My thinking about teaching Math has really evolved since I started to think about the possible parallels between Math and Language Arts. In LA, we teach to develop readers and writers. I now work to find ways to teach the mathematician, not just the math. #elemmathchat
Q2 *Math would be something embedded into our conversations and activities all day... not just something we do for 1 hour
*Provide strategies to help students understand math and not just look for keywords and sets of steps
#ElemMathChat
A3 I interned in a first grade classroom and one thing that my co-op loved to do was make up little songs for the kids to remember certain things. I don't know that it is a "go to" but the kids seemed to remember if they could sing the song. #elemmathchat
A3: Number Talks changed my math teaching. It gives you a window into student thinking and allows them to think through the process in their own way. I learn something new when I step back and let students explain #ElemMathChat
Mathematics needs to be both about the content and the processes involved in learning mathematics.
If we only focus on content, we see unit-by-unit teaching without the rich connections that exist in mathematics
We need to focus on both of these!
#elemmathchat
A2: we’d give it way more time and support. I find out math minutes keep getting shorter and our literacy minutes keep growing. Our interventions go to reading more than they go to mathematics. Balance???#elemmathchat
A3: I guess my goto would be to say "Why?" or "Prove it." It tells children that the answer isn't always what is most important. It is their thinking and justification that matters. #elemmathchat
agreed...i think too much of math is segmented into units/blocks of study. this way jeopardizes the connections within concepts #elemmathchat we cannot compartmentalize mathematics into units
A3. My T'ers are working very hard on promoting mathematical discourse through the use of math talk moves.
Creating an environment where students see each other as valued members of the math community means promoting the mindset that are learners & all are teachers #elemmathchat
so important to realize that these resources do not need to be commercialized items. the resources are things that can be applied to all classrooms #elemmathchat
...but on the other hand.... organizing our instruction without any thought to content wouldn't be good either.
Focus needs to be on the content.... but learned through mathematical practices (i.e., representing, connecting, reasoning/proving, problem solving...)
#elemmathchat
A4: Math games should be an integral part of our classrooms. They not only help students practice, they develop critical thinking, organization, record-keeping, cooperation and Oh Yeah! They're fun! #elemmathchat
A4 I think that math games are a great way to include episodic learning into your classroom. It is something fun but the students are learning at the same time. #elemmathchat
many teachers comment to me that they love that students are engaged in games and thinking mathematically, but they don't view it as math #elemmathchat
A4. Math games can be a great way to practice fluency, strategize mathematically for the win, problem-solve, and simply relax and have fun with peers #elemmathchat
A4: Math games allow for purposeful practice in my classroom. The criteria for choosing them is important though! They must require mathematical reasoning and allow for differentiation. #elemmathchat
A4 My go to is "math talk." I want students to explain their thinking on a regular basis, ask questions of their peers, have deep conversations about math. #elemmathchat
A4: Math games can play an integral part of a math class. Games are amazing motivators. I feel though they must be purposeful and flexible. Ss will create the BEST game rules if you let them!! #elemmathchat
Games are a great way to practice things.... but all games aren't equally valuable. I like dynamic practice!
Take a look for some examples: https://t.co/gUTpLwPUKH#elemmathchat
Q4: Games can be a helpful resources to teach mathematical concepts. Games can motivate students and develop thinking skills. Games can help to discover the fun side of mathematics. #elemmathchat
Q4 Games are an essential element in the math classroom. They give opportunities to practice skills, make connections, communicate thinking and most importantly have FUN! #elemmathchat
A4 Games and stations are a great way to differentiate and review prior concepts to build mastery. Not everyone may need the same practice, so having a variety is key. #elemmathchat
So true! I love to start a strategy small group with a game to enhance the strategic mathematic ideas to win! And it leads to great conversations. #ElemMathChat
A5: There are lots of way to show students that math problems aren't always solvable in 10 min. I like to share a WODB or other routine and then post it in the room for them to engage with on their own time to see what else they can notice. #elemmathchat
A5: Hi - late to join tonight!
I'm Heather from Boston and I teach HS math. We need the bookmark concept often - I will ask students to journal about what they did, ask two questions based on what they have done so far, etc.
#elemmathchat
Agree!! Our ELA curriculum takes twice as long as our math now. We have a dedicated ELA RTI block, but not for math. Math fluency is just as important as reading fluency in my opinion. #elemmathchat
Q5: I believe there are different kind of math problems. depend on the mathematical task the problem involve students can solve fast. However, there are problems that require more effort and students need time , sophisticated strategies to solve. #elemmathchat
A5: Hmmm is the bookmark also dependent on the kinds of questions and tasks we are giving to students? Not all math questions/tasks are created equal #ElemMathChat
A5 Love the idea of bookmarking our learning. We use exit tickets to gauge where we are in our learning and where we need to go. Wondering how I can turn this into an actual bookmark for our Ss... #ElemMathChat
A4 games are very important in the math class but we need to be careful as they could lead to reinforcing misconceptions and practicing incorrect thinking #elemmathchat
A5: I totally “bookmark” math problems for students to go back to. This year we are fortunate enough to have math workbooks which make it easier. I often mark pages or questions from earlier in the unit for kids to go back to once were further into the unit. #elemmathchat
A6: When thinking about this question, I start to focus on the different domains that are with the Common Core standards. Maybe "math genres" are Fractions, Geometry, Operations in Algebraic Thinking, etc. #elemmathchat
Q3: I infuse math across the day in every way that I can. When we calibrate our smartboard we skip count as I press the buttons to help with math fact fluency. Little things like this help students see that we can practice math pretty much at any time. #3rdGrade#elemmathchat
@ddmeyer shared this graphic long ago showing us that what's often underutilized is "real work".
I completely agree... math needs to be about reasoning and sense-making!
#elemmathchat
A5: we often "run" out of time in math. I find we get so engaged in the task and they want to keep going. So we come back to it the next day. I spiral my math and find we can flow more and spend extra time on concepts that interest them or they need more time with. #elemmathchat
Q6:I think the language you implement in your classroom depend ion the objectives that you have. But that's no mean you cannot use everyday language or experiences to tech mathematical concept. #elemmathchat
So funny, just talked to a group of parents about this last night: sharing math throughout the day naturally as it is happening in everyday living. #elemmathchat
A7 Revision is something that can be overlooked in math. One way to incorporate this would be to have students break apart the problem and check smaller parts to make sure they are correct. #elemmathchat
and it promotes the notion that you can return to a problem instead of having to finish it in one sitting #elemmathchat it is one of the implicit messages we communicate to students
Q6: Rdg is often about fluency and comprehension., but not always reasonability.Reasonability is an important part of mathematics.We can reason through fantasy probs.but the emphasis on real world is in relation to reasonability not merely computation or retelling. #elemmathchat
A6: I think this depends on how you set up your class. Math can be exciting and fun. It's how you present it. Even real world application can have an interesting twist. My students beg for math. To them it's just fun even if it has a real application. #elemmathchat
Yes!!! 🙌🏼 Perseverance is actually listed in our Texas Mathematical Process Standards! Ss have to ‘feel’ this part of problem solving and identification of strategic efficacy! #ElemMathChat
A7: a great way to do this is through vertical problem solving. Having them do a gallery walk and check out other solutions then come back and see if they want to add or change their own. Or finding a new solution to a problem with multiple solutions. #ElemMathChat
A8 If the students are erasing work before we can see it, then we can not always be sure of their thought process. If we encouraged students to leave their work we could then help them to see where they went wrong and the correct way to do the problem. #elemmathchat
A7: a great way to do this is through vertical problem solving. Having them do a gallery walk and check out other solutions then come back and see if they want to add or change their own. Or finding a new solution to a problem with multiple solutions. #ElemMathChat
Cathy Fosnot wrote a great piece showing the similarities/differences between writing and math conferrals.
Zoom in to the both similarities and differences:
#elemmathchat
i have students use pens and/or markers when working on problems. great for me to see when they change their mind, all the thinking points within the problem. plus, it can support a #growthmindset approach to learning #elemmathchat
great idea...i think it is important to have problems that extend over classes - promotes a #growthmindset in that you can return to a problem after taking a break #elemmathchat
A8: I discourage Ss from erasing their work. Their productive struggle can be a lens towards the misconceptions they may have within the problem. #elemmathchat
A8: Whether its LA or math erasing and moving on shows them they can be flexiable and in control of their own learning. I do like to see their thought process but love how they move through problems with a vertical surface or on their desk with a dry erase marker.#elemmathchat
Q8 Great question! I love having children use marker or pen when I want to have evidence of their thinking. However, it is interesting how eager they are to engage with problems on white board,s which are less permanent than paper and pencil. #ElemMathChat
i definitely think that there is a place for erasers...i just like see that there be a place for non-erasable utensils too. great to have a balance #elemmathchat
A10 I love using numberless word problems because the Ss can make the problems their own. I find they can relate to the problems more when they don't focus on the numbers. #ElemMathChat
i think that there can be a balance for both...sometimes it is nice to have a copy with revisions...other times it is nice to have a good copy #elemmathchat
A10 I had a student send in a pic from home (unprompted) and i turned it into a problem...it now has encouraged others to do the same. My Ss are excited when it’s their picture or their friend’s. I can’t keep up! #elemmathchat
