Jonelle Bell, Kindergarten teacher and Math Instructional Leader for Madeira. My goal is to enjoy every minute with this group until the end. #OCTMchat
Catherine Schulte, Hamilton County ESC, math consultant/coach. My goal for the year is to finish multiple projects for the districts I am currently working with and think about next steps. #octmchat
Hi, my name is Ian Klepinger and I am currently studying at Otterbein University for my MAT. My goal for the remainder of this school year is to be much more intelligible and understanding regarding mathematics! #octmchat
Hi, everyone! Jodie Bailey - math coach @HilliardSchools & President Elect @ohioctm My goal for the remainder of the school year is to continue building a love of math with our students! #octmchat
Hello! Jandra Cotts, math coach for Stow Munroe Falls City Schools. My goal is to encourage parents and students to engage in meaningful math conversations over the summer. #octmchat
#octmchat my name is Emily Leininger and I am a preservice teacher at otterbein university. I hope to end this school year knowing what I can do to help my future students believe in themselves and their school abilities!
A1: I think timed tests only hinder Ss thinking and reinforce negative thinking. I think allowing Ss to solve a few problems can help Ss achieve the same goal of looking for fluency. This can be done through number talks and other means of real world problems. #octmchat
A1: building mathematical endurance is an important aspect of encouraging efficient method/strategy selection - timed tests for rote memory tasks does increase anxiety #octmchat
Q1: If we are focusing on building number sense and conceptual understanding, students might take longer to think through patterns. I get a general idea of who is efficient but don’t put pressure on the speed #octmchat
A1: If we are focusing on building number sense and conceptual understanding, students might take longer to think through patterns. I get a general idea of who is efficient but don’t put pressure on the speed #octmchat
A1: I think we can move away from timed tests by finding other methods that work best under the conditions of the students. Such as small discussions, group activities, and even warm-up problems to get things moving along. #octmchat
A1: Sorry... late to the #octmchat... I love that our standards define fluency as not just efficient and accurate, but also flexible... how do timed tests show the flexibility of our Ss? #beyondtimedtests
#octmchat a2: we can help both parents and students with anxiety by giving them strategies to use in the moment and to give them the tools to help keep the anxiety way!
A2: do our best to remove the colloquial phrase "it's ok, I'm not a math person" from the vocabulary of those we encounter. Mathematical literacy is for everybody #octmchat
A2: I think by (optimally) keeping close contact with students and parents alike, we would be able to engage in what's best for our students. Or at least be in touch frequently with parents just to touch base. #octmchat
Hi, friends! I’m Christina... one of the math consultants/coaches @HamiltonCoESC... also proud president of @ohioctm... my goal is to make a difference everyday for the betterment of our Ss #octmchat
A2: I feel the more that we let parents into our classrooms they see how positive math is for their children. Bloomz and SeeSaw are great tools for doing this. #OCTMchat
Certainly in situations with high stakes tests like the ACT - tests where the time element is a key factor in successfully navigating the test #octmchat
A2: I love all the math nights I’m hearing about... giving families a chance to do the math with their student- I also feel like we need to educate families about #growthmindset vs. fixed mindset #octmchat
A2: Providing parents with games, puzzles and opportunities to talk about math with their kids might alleviate some of the anxiety about "traditional" school math experiences. #octmchat
A2: Eliminating homework! The best learning happens when the teacher put them in situations and peers share in class. This avoids putting pressure on parents to “teach” their kids. Provide games that they can play with their children at home that promote math thinking! #octmchat
A2 this is a huge part of my discussion during parent-teacher conferences. I think communication with parents is so important. I think it’s innocent on their part #octmchat
A2: Explaining strategies to parents has been very helpful since many learned different strategies when they were in school. For example, I explained decomposing to parents so they knew what their children were practicing and how to help! #octmchat
A2 I believe the more we can bring parents and caregivers into the conversation about math - the better. How do we structure curriculum nights, family math nights and other opportunities for parents? #octmchat
YES! Sending math "toolkits" home with dice, fraction cards, numeral cards, counters, etc. and then just send home directions to new games throughout the year #octmchat
A3: I’m loving the conversations I’m hearing Ts and Ss @WestCler having this year since K-5 have gone to standards-based report cards... it’s all about the standards and not a score #octmchat
A3: celebrate success skills like hard work, risk taking, compassion, determination, and grit - things not easily quantified into a grade. This makes the ebbs and flows of learning less intimidating #octmchat
A3: My students rarely see actual grades. After assessments, I determine what they still need to practice and we work on it. There’s no need to say “You only got 1/4 so you need to practice more!” #octmchat
A3: standards based I think can help with anxiety because it's not an overall "grade" and also not placing pressure on the grades but delving into Ss thinking. What does an "A" or "D" really mean and tell you as feedback for learning #octmchat
A2: Communication with families is key. Share math strategies that students are learning at school with parents. This helps parents feel informed and able to help students at home. #octmchat
A3 One of my districts is working on their standards based report cards for next year. Again, bringing parents into the conversation so that they understand what it truly means for their child is an important piece of the puzzle. #octmchat
#octmchat a3: something that has helped me is when teachers do an "add up" approach. Instead of taking away points for wrong answers, the focus is on the ones you get right! You also have the chance to go back to and work on the ones you've had trouble with!
A3: Don’t give grades! 🤷♀️ Communicate to families as the learning happens. It’s a process that will look different for each young person, at different times and with more or less support! #octmchat
A3: Student portfolios and self reflections can help students see the growth they've made. And give them an opportunity to set goals for future learning. #octmchat
A3: standards based I think can help with anxiety because it's not an overall "grade" and also not placing pressure on the grades but delving into Ss thinking. What does an "A" or "D" really mean and tell you as feedback for learning #octmchat
A3 #octmchat Anxiety around grades can be decreased when teachers build a community of mathematicians focused on the process not the product and providing feedback to students that push thinking forward @TracyZager has a great excerpt in her book
A3: I always feel like I would rather write a narrative on Ss than do report cards with scores. You get more information. (It would take a long time to do) #octmchat
A3: I also think it is important for students to know that their grade always changes as they show deeper understanding in a given topic. It’s never set in stone. And I do not give zeros. #octmchat
A4: I want Ss to just think and not see grades or think they are doing this for a grade. I want Ss to see the value in their thinking and learning. #octmchat
A3: To have grades exchanged with something that isn't so complex in design and distressing in application. An A-F system is easy to understand but doesn't go in-depth regarding understanding and application of the content. Perhaps a standards assessment instead. #octmchat
@TracyZager is one of my favorites. If I ever meet or talk to her I may become speechless (along with a few of my other #mathcrushes) and for me to be speechless takes a lot #octmchat
A4: I also think to change culture we need to be courageous enough to talk to colleagues about this as well and our administrators. We want to build lifelong learners! #octmchat
A4: I try to reduce math anxiety by focusing more on strategies than answers. If students get the wrong answer, that’s okay! We’ll go back and figure it out. No big deal. It also helps that they see me make mistakes all the time! 😬 #octmchat
#octmchat a4: I feel like if we start celebrating the process rather than the destination, we can help instill self esteem and self efficacy into our students.
Cincinnati Public Schools has early bird registration advantage through April 15th. @TracyZager is coming to kick off our M^3 city wide. We are Cincinnati Mathematicians. Sign up today! #cpsmathandmehttps://t.co/9T6y0qUXp2
A4: shift the conversation about the standards, not the grades... I loved the idea of a “Mathematics Action Plan” that is co-created with family members and Ss found in @NCTM “The Impact if Identity in K-8 Mathematics” #octmchat
