#octmchat Archive


Thursday April 12, 2018
8:30 PM EDT

  • BaileyJodie - Moderator Apr 12 @ 8:30 PM EDT
    Welcome to tonight’s #octmchat! I'm glad to have @jonellebell as a co-moderator. We are so excited to have @SueOConnellMath joining us tonight!
  • BaileyJodie - Moderator Apr 12 @ 8:31 PM EDT
    Who’s joining us tonight? Take a moment to say hello! #octmchat
  • jonellebell Apr 12 @ 8:31 PM EDT
    Hello and welcome to #octmchat! I am Jonelle Bell. I teach Kindergarten and am the Math Instructional Leader at Madeira Elementary. There is so much that is different in my classroom from how I was taught math, but the biggest change is more student talk and less teacher talk.
  • SueOConnellMath Apr 12 @ 8:31 PM EDT
    Sue from Maryland, math author/consultant. I teach math through context. Use stories, word problems, and models to show students that the numbers and symbols actually mean something! #octmchat
  • cmsmath Apr 12 @ 8:31 PM EDT
    Thanks Holly! Jumping to #octmchat #HCESCedchat
  • pearse_margie Apr 12 @ 8:31 PM EDT
    Hi! Margie from PA Math Coach Excited to join you! I love any chat with @SueOConnellMath #octmchat #octmchat
  • BaileyJodie - Moderator Apr 12 @ 8:32 PM EDT
    A couple of reminders for our chat…don’t forget to include #octmchat in all your tweets tonight.
  • SueOConnellMath Apr 12 @ 8:32 PM EDT
    Hi Margie! Glad you joined us! #octmchat
  • nm_prater Apr 12 @ 8:32 PM EDT
    Hello! I'm Nicole Prater and I teach 2nd gr at Madeira Elementary.I allow my Ss choice when using strategies to solve computation problems. They use the strategy that the understand best. #octmchat
  • FeltonKoestler Apr 12 @ 8:32 PM EDT
    Matt Felton-Koestler, math ed faculty at Ohio University - I was taught with CGI principles as a young child, but as I got older it was more traditional, so I teach how I learned as a young child--and I also integrate more social and political issues #octmchat
  • KresserAnn Apr 12 @ 8:32 PM EDT
    Hi Everyone! I’m Karen Kresser from Cincinnati and I teach Kdg focusing on the process. I was taught to memorize facts and formulas and focus on the correct answer. #octmchat
  • msaknicker Apr 12 @ 8:33 PM EDT
    Hi! Alyssa Knickerbocker, I am a student teacher in Hilliard at Alton Darby Elementary in @AdriannaKruse 's kindergarten room! #octmchat
    In reply to @BaileyJodie, @AdriannaKruse
  • BaileyJodie - Moderator Apr 12 @ 8:33 PM EDT
    Finish up your introductions. Q1 is coming up! Remember to use A1 for Answer 1 and include #octmchat in each of your Tweets.
  • rachaelhgorsuch Apr 12 @ 8:33 PM EDT
    Rachael Gorsuch, Columbus Academy in Gahanna Algebra 2, Geometry, Precalc teacher I teach math using as many connections to real life as possible, and encourage discussion instead of Ss always listening. #octmchat
  • C_higg Apr 12 @ 8:33 PM EDT
    Hello, Carrie, K-5 instructional coach from Hilliard, OH excited to be here tonight #octmchat
  • BaileyJodie - Moderator Apr 12 @ 8:33 PM EDT
    Hi, everyone! Jodie Bailey - math coach @HilliardSchools & President Elect of @ohioctm I love that we focus on the WHY now. Why do things work? Where is the structure? What patterns do we notice? #octmchat
  • SueOConnellMath Apr 12 @ 8:33 PM EDT
    Hi Nicole! I see many great posts of what you are doing with your students! #octmchat
    • nm_prater Apr 12 @ 8:32 PM EDT
      Hello! I'm Nicole Prater and I teach 2nd gr at Madeira Elementary.I allow my Ss choice when using strategies to solve computation problems. They use the strategy that the understand best. #octmchat
  • chrissybug24 Apr 12 @ 8:33 PM EDT
    Thank you SO much for joining #octmchat tonight! What a treat! #bettertogether #octmconnects
    In reply to @pearse_margie, @SueOConnellMath
  • pearse_margie Apr 12 @ 8:33 PM EDT
    I was taught algorithms from start to finish. Now I intentionally plan for discovery times so Ss can construct their knowledge of the concepts. #octmchat
  • cmsmath Apr 12 @ 8:33 PM EDT
    Hi everyone, Catherine Schulte, math consultant/coach, Hamilton County ESC. Discussion, Discussion, Discussion....tell me your thinking! #octmchat
  • MrsUnger_MES Apr 12 @ 8:33 PM EDT
    #octmchat Melissa Unger from Madeira, OH (Third Grade Math Teacher) There are so many ways that my math classroom is different from my childhood: introducing a topic with a problem, more student talk, games for learning, and lots of manipulatives
  • BaileyJodie - Moderator Apr 12 @ 8:34 PM EDT
    Here is Q1 for #octmchat. Connecting representations is important in developing understanding.
  • brendaboring1 Apr 12 @ 8:34 PM EDT
    Hi everyone! I'm Brenda Boring and I'm a math coach in Hilliard City Schools. One positive way that we teach math now is to allow Ss to explore and make discoveries about math!#octmchat
  • teacherkpratt Apr 12 @ 8:34 PM EDT
    Kryssie Pratt here 3rd grade teacher from New Albany. Most of my mathematical "understanding" was very procedural. I avoid teaching procedures so my students learn to trust their own reasoning #octmchat
  • chrissybug24 Apr 12 @ 8:34 PM EDT
    Thank you so much for joining us tonight! What a treat to have you part of #octmchat #bettertogether #octmconnects
    In reply to @SueOConnellMath
  • deb_gabelm Apr 12 @ 8:34 PM EDT
    Hello! I'm Debbie Gabelman. I'm an Otterbein student working on the 4/5 generalist endorsement. I'm in Columbus. I was taught standard algorithms only in school. I like how a variety of strategies are taught in classrooms today.#octmchat
  • MissLovelyWE Apr 12 @ 8:34 PM EDT
    Brooke Lovely, kindergarten teacher at @WilsonElem. I was taught very procedural skills, not conceptual ideas. Also, worksheets! I want students to play and understand, not become worksheet zombies. #octmchat
  • jrsteach Apr 12 @ 8:35 PM EDT
    Joe from Cincinnati! Kindergarten. Jumping in late #octmchat
  • cotts_jandra Apr 12 @ 8:35 PM EDT
    Hello! Jandra from Stow - math coach #octmchat
  • stacycookradu Apr 12 @ 8:35 PM EDT
    Stacy Radu 1st grade teacher at Madeira Elementary. My math classroom includes lots of talk and discussions about why. #otcmchat #octmchat
  • rachaelhgorsuch Apr 12 @ 8:35 PM EDT
    A1: We tend to start with discussions where they talk about their lives, then we introduce the math. Class ends with cycling back to the real life scenario. #octmchat
  • chrissybug24 Apr 12 @ 8:36 PM EDT
    Hi! I’m Christina one of the math consultant/coaches @HamiltonCoESC... and current Pres @ohioctm I’m a lot more focused on building the conceptual understanding rather than just charging through the formulas 😬 #octmchat
  • chrissybug24 Apr 12 @ 8:36 PM EDT
    Yay! Thanks for joining #octmchat tonight! :)
    In reply to @nm_prater
  • MathRocks73 Apr 12 @ 8:36 PM EDT
    Hi! I’m Alexa Fulmer I teach intermediate math for Cincinnati Public but I just got the job as an elementary math coach for our district next year. So much is different-manipulatives, modeling, great problems, exploring, wondering, questioning... #octmchat
  • chrissybug24 Apr 12 @ 8:36 PM EDT
    Hi, Matt! Thanks for joining #octmchat
    In reply to @FeltonKoestler
  • MissLovelyWE Apr 12 @ 8:37 PM EDT
    A1 In kindergarten we scaffold and allow students to explore the concrete before we ween to representational and then abstract. I want students to understand the concept before I take away the supports. #octmchat
  • chrissybug24 Apr 12 @ 8:37 PM EDT
    Hi, Karen! Thanks for joining #octmchat tonight!
    In reply to @KresserAnn
  • jonellebell Apr 12 @ 8:37 PM EDT
    A1: Bridging the concrete to representational to abstract helps students have a thorough understanding of math concepts. It is through this understanding that learners are able to use their math knowledge to be mathematical thinkers. #octmchat
  • SueOConnellMath Apr 12 @ 8:37 PM EDT
    A1 Often put varied models together and ask “What do you notice?” as they observe them. Let them tell me how they connect. Love when it is their insight! #octmchat
  • FeltonKoestler Apr 12 @ 8:37 PM EDT
    A1: It can be hard to find the right concrete context to work with to lead towards certain math concepts... Sometimes a semi-real context works better for teaching a particular concept, but may feel less real to kids. So I think there needs to be a mix of both #octmchat
  • C_higg Apr 12 @ 8:37 PM EDT
    A1 Be intentional about task selection, sharing & questioning so Ss can make connections and see more efficient strategies as they are ready #octmchat
  • jrsteach Apr 12 @ 8:37 PM EDT
    A1: we start with a lot of notice and wonderings and then go into the "meat" of our wonders with the math and use manipulatives and drawings #octmchat
  • nm_prater Apr 12 @ 8:37 PM EDT
    A1: Asking Ss to solve problems multiple ways often requires them to use all of these modes. This often helps students visualize problems and understand them at a deeper level. #octmchat
  • KresserAnn Apr 12 @ 8:38 PM EDT
    A1: allow my Ss plenty of time and opportunities to take risks. Want to support them and help them feel secure. Also to build on their success by connecting new material with things they have already learned. #octmchat
  • mathbarb Apr 12 @ 8:38 PM EDT
    Barb Weidus, math coach in SW Ohio; I’m glad students get to share strategies, not sit in rows, and in most cases don’t do worksheet, after worksheet, after worksheet with 50 problems!! #octmchat
  • teacherkpratt Apr 12 @ 8:39 PM EDT
    A1: my "high achieving" math Ss often have difficulty representing a problem in a concrete way. My struggling Ss have trouble w/ abstract representations such as equations. Groupin Ss so their strengths complement one another has helped bridge gaps in Ss understanding #octmchat
  • EulersNephew Apr 12 @ 8:39 PM EDT
    Chris Bolognese from @ColumbusAcademy where I teach math and comp sci. Currently participating in #octmchat while waiting for a delayed plane to Montana.
  • SueOConnellMath Apr 12 @ 8:39 PM EDT
    Sure, could act them out, use manips, draw diagrams, or build equations all for the same problem! #octmchat
    • nm_prater Apr 12 @ 8:37 PM EDT
      A1: Asking Ss to solve problems multiple ways often requires them to use all of these modes. This often helps students visualize problems and understand them at a deeper level. #octmchat
  • BaileyJodie - Moderator Apr 12 @ 8:39 PM EDT
    A1: Asking Ss what they #notice and #wonder about the representations - as well as what is the #samediff. Sometimes Ss are surprised by the connections they find! #octmchat
  • jrsteach Apr 12 @ 8:39 PM EDT
    A1: I also like to go slow as we go through the concrete to abstract to make sure students are ready. I also notice that many students tend to move abstractly when they are ready and slide into abstract #octmchat
  • MsHow_Ann Apr 12 @ 8:39 PM EDT
    Hi my name is Ann Howard and I am currently Student Teaching Pre-Algebra at Perrysburg Junior HS. Inside my classroom, students are proposed problems that do not have a right or wrong answer in order to support critical thinking. #octmchat
  • MrsUnger_MES Apr 12 @ 8:39 PM EDT
    #octmchat A1 Yes, my new favorite question (and that of my students) is 'What do you notice?" I started my data and graphs today by exploring bar graph samples with WDYN.
    In reply to @SueOConnellMath
  • BaileyJodie - Moderator Apr 12 @ 8:40 PM EDT
    Q2 is coming soon. We have 4 prompts tonight with an end time of 9:00pm EST. #octmchat
  • pearse_margie Apr 12 @ 8:40 PM EDT
    #octmchat Our firsties exploring equivalence with balances, creating visual representations & writing math sentences
  • BaileyJodie - Moderator Apr 12 @ 8:40 PM EDT
    It is so important to allow students to move at their own pace through this process! Allowing multiple opportunities for discussion to make these connections is essential. #octmchat
    • jrsteach Apr 12 @ 8:39 PM EDT
      A1: I also like to go slow as we go through the concrete to abstract to make sure students are ready. I also notice that many students tend to move abstractly when they are ready and slide into abstract #octmchat
  • BaileyJodie - Moderator Apr 12 @ 8:41 PM EDT
    Here is Q2 for #octmchat. What role do these different representations play?
  • brendaboring1 Apr 12 @ 8:41 PM EDT
    A1: Allowing students to move from dicoveries that they notice and wonder about while moving from concrete to representational to abstract. #octmchat
  • teacherkpratt Apr 12 @ 8:41 PM EDT
    A1 cont: Having Ss create concrete representations & explain them allows you to see where they are in stages of modeling- for example: are they using a tool to model a situation or are they using a tool to solve the problem?... #octmchat
  • cmsmath Apr 12 @ 8:41 PM EDT
    A1: Watched several 1st grade lessons today where students were presented with a problem and then used their number racks to help make sense of the problem. Information was eventually moved to a white board #octmchat
  • chrissybug24 Apr 12 @ 8:41 PM EDT
    A1: I think one of the most important roles of Ts is to help Ss make the connections among various representations... I find @numbertalks help us make those connections #octmchat
  • chrissybug24 Apr 12 @ 8:42 PM EDT
    So glad you’re joining #octmchat tonight, Rachael!
    In reply to @rachaelhgorsuch
  • MathRocks73 Apr 12 @ 8:42 PM EDT
    A1: I think having Ss draw representations for their concrete and abstract examples helps tremendously. Solving for Why by John Tapper is a great book on this topic. #octmchat
  • EulersNephew Apr 12 @ 8:42 PM EDT
    A2. Manipulatives help bridge the concrete to the abstract. Are math manipulatives different than math tools? #octmchat
  • jrsteach Apr 12 @ 8:43 PM EDT
    A2: one way models and manipulatives is to allow you to "see" the math and understand what is happening rather than this "foreign language" people speak #octmchat
  • nm_prater Apr 12 @ 8:43 PM EDT
    A2: They make problems concrete for the Ss. They allow the Ss to have real representations of the problem they are trying to solve. #octmchat
  • Kidsmathtalk Apr 12 @ 8:43 PM EDT
    Hi everyone Desiree from MI #octmchat
  • KresserAnn Apr 12 @ 8:43 PM EDT
    A2: Models allow a common talking point and unified way to organize our thoughts. We act out songs for simple addition and subtraction. Manips allow S’s to show thinking in a concrete way and they provide us with understanding for math discussions. #octmchat
  • BaileyJodie - Moderator Apr 12 @ 8:43 PM EDT
    Love the progression of these representations and the way they were connected to one another! #octmchat
    In reply to @cmsmath
  • brendaboring1 Apr 12 @ 8:43 PM EDT
    Using models and manipulatives allows Ss to represent their thinking as well as make sense of problems. #octmchat
  • kellykir02 Apr 12 @ 8:43 PM EDT
    A little late! Kelly Schramm Hilliard, OH 4th grade #octmchat
  • MrsUnger_MES Apr 12 @ 8:43 PM EDT
    A2 #octmchat Models and manipulatives allow students a mode to explore strategies for problem-solving. They open up discussion with peers and opportunities for trying to strategies. Manipulatives build the road to picture representations and then eventually abstract equations.
  • SueOConnellMath Apr 12 @ 8:43 PM EDT
    A2 Models help students visualize the problem – a big step toward comprehending the problem and then being able to figure out what to do to solve it. Manipulatives allow them to see, touch, and move as they model and explore the problem. #octmchat
  • jonellebell Apr 12 @ 8:44 PM EDT
    A2: Students might not see math the same way as we do…modeling helps them make their understanding visible. #octmchat
  • pearse_margie Apr 12 @ 8:44 PM EDT
    A2: I think manipulatives allow for play and so often that is where the real learning happens #octmchat
  • chrissybug24 Apr 12 @ 8:44 PM EDT
    Safe travel! Thanks for joining #octmchat :)
    In reply to @EulersNephew, @ColumbusAcademy
  • msaknicker Apr 12 @ 8:44 PM EDT
    A2- I've found that when students are able to be hands on with math tools/manipulative, they really get engaged in the math thinking. I catch students saying "how many counters should I start with" often when they first start to solve a problem #octmchat
  • BaileyJodie - Moderator Apr 12 @ 8:44 PM EDT
    Love the way these students are connecting their different ways of thinking about this problem! #octmchat
    • pearse_margie Apr 12 @ 8:40 PM EDT
      #octmchat Our firsties exploring equivalence with balances, creating visual representations & writing math sentences
  • Kidsmathtalk Apr 12 @ 8:44 PM EDT
    Great question! My answer would be that all manipulatives are tools but not all tools are manipulatives. #octmchat
    In reply to @EulersNephew
  • teacherkpratt Apr 12 @ 8:44 PM EDT
    A2: Models & manipulatives allow Ss access to nearly all SMPs. Manipulatives build a concrete understanding for Ss. Many of my Ss also use tools to justify their thinking. #octmchat
  • rachaelhgorsuch Apr 12 @ 8:45 PM EDT
    A3: Manipulatives can be tricky - sometimes they aid and other times they distract. I love having manipulatives around my room for kids to do when they feel it will help, or I can suggest the manipulative if I think it will help. It's all about us Ts knowing our Ss #octmchat
  • EulersNephew Apr 12 @ 8:45 PM EDT
    A2. Modeling with mathematics requires "mathematizing" a problem by imposing some form of mathematical structure (variables, representation, etc.) #octmchat
  • C_higg Apr 12 @ 8:45 PM EDT
    A2 models/manipulatives are an essential part of building conceptual understanding, Ss able to visually represent real-world problems before they try to memorize procedures and formulas #octmchat
  • jrsteach Apr 12 @ 8:45 PM EDT
    I rarely use the word manipulatives. I like the word tools because it's their to help us and make sense of what we need. There are better tools than others, but you have to use them to realize what's the best #octmchat
    In reply to @EulersNephew
  • BaileyJodie - Moderator Apr 12 @ 8:45 PM EDT
    A2: Models and manipulatives allow Ss to make what is going in their head public so they can discuss their ideas. #octmchat
  • cmsmath Apr 12 @ 8:45 PM EDT
    A2: Again, critical to the development of number sense. I had the opportunity to work with some individual students this week who were being pushed to quickly into abstract thinking. I pulled out the counters to allow for a more concrete thinking. #octmchat
  • kellykir02 Apr 12 @ 8:45 PM EDT
    A2 Models help students visually make sense of what is happening in the problem #octmchat
  • teacherkpratt Apr 12 @ 8:45 PM EDT
    absolutely! mathematicians choose tools strategically and use them appropriately. #octmchat
    In reply to @jrsteach, @EulersNephew
  • mathbarb Apr 12 @ 8:46 PM EDT
    A1: One other thing I’d say about CRA is that if a child goes to the abstract with no understanding, back up to see if the representation is correct. If that is incorrect or suspect, go all the way back to the concrete to get those visual models rebuilt!. #octmchat
  • cotts_jandra Apr 12 @ 8:46 PM EDT
    Q1 Ss tend to make connections when they share strategies, look at others thinking, and ask questions. #octmchat
  • msaknicker Apr 12 @ 8:46 PM EDT
    A2- I also have seen the importance of giving students choice in math tools and models. Allowing Ss to explore many strategies. Focusing more on the process rather than the answers!! #octmchat
  • EulersNephew Apr 12 @ 8:46 PM EDT
    Right. That's what is emphasized in Mathematical Practice 5: Use APPROPRIATE tools STRATEGICALLY. #octmchat
    In reply to @jrsteach
  • FeltonKoestler Apr 12 @ 8:46 PM EDT
    A2 - I'm taking models to mean "math models (of the world)" - Lesh and others have argued for all problem solving to be seen as modeling--kids should always be asking how does my approach connect to the context? #octmchat
  • BaileyJodie - Moderator Apr 12 @ 8:47 PM EDT
    Q3 is coming up. Don’t forget to include #octmchat in each of your tweets.
  • teacherkpratt Apr 12 @ 8:47 PM EDT
    Agreed! Ratio table & open number line are perfect examples of tools that are not manipulatives #octmchat
    In reply to @Kidsmathtalk, @EulersNephew
  • jjobney Apr 12 @ 8:47 PM EDT
    Joining late tonight go CBJ! #octmchat Jaymie Obney numeracy coach Dublin city schools
  • Jeffrey__David Apr 12 @ 8:47 PM EDT
    A2: I think models and manipulatives provide students with a great visual to assist them with solving a problem. These items can help students represent their thinking with actual objects. #octmchat
  • BaileyJodie - Moderator Apr 12 @ 8:47 PM EDT
    So important to offer Ss choice in tools. I'm often intrigued by how students use them - they notice ways to represent a problem that I'd never thought of before! #octmchat
    In reply to @rachaelhgorsuch
  • EulersNephew Apr 12 @ 8:47 PM EDT
    Lesh and others describe this as mathematical modeling; modeling with mathematics is far broader and does not require a context to decontextualize as part of the modeling cycle. #octmchat
    In reply to @FeltonKoestler
  • jjobney Apr 12 @ 8:47 PM EDT
    #octmchat A1 take away the paper , make them model it first and make sense of the problem before
  • BaileyJodie - Moderator Apr 12 @ 8:48 PM EDT
    Here is Q3 for #octmchat. Who is doing the talking - students or the teacher?
  • r_fielhauer Apr 12 @ 8:48 PM EDT
    A little late but Rachel from Newark joining in! #octmchat
  • MathRocks73 Apr 12 @ 8:48 PM EDT
    A2: I see manipulatives as physical items to do stuff with and models are representations of the manipulatives in a similar form usually on paper. #octmchat
  • SueOConnellMath Apr 12 @ 8:48 PM EDT
    A3 It is all about the questions! “What is the answer?” limits thinking. What questions do you ask that promote thinking? #octmchat
  • Kidsmathtalk Apr 12 @ 8:48 PM EDT
    I take modeling to be representing the world around you with mathematical equations/graphs #octmchat
  • EulersNephew Apr 12 @ 8:48 PM EDT
    A3. There are only two types of questions that help facilitate student thinking: probing questions (what has a student done to this point?) and pushing questions (what can the student do next?) #octmchat
  • SueOConnellMath Apr 12 @ 8:49 PM EDT
    Hi Rachel! #octmchat
  • chrissybug24 Apr 12 @ 8:49 PM EDT
    A2: Models and manipulatives make the concept come to life... I have loved watching what the 3rd and 4th graders have discovered just by exploring with fraction bars #octmchat
  • mathbarb Apr 12 @ 8:49 PM EDT
    A2: Modeling real world problems helps Ss make sense of the problem. Yes, it combines math practices which helps Ss understand conceptually what is going on. #octmchat
  • nm_prater Apr 12 @ 8:49 PM EDT
    A3 I've really had to rethink how I ask Ss questions. What is the goal of the question? Do I want the right answer or do I want them to dive deeper in understanding? #octmchat
  • MsHow_Ann Apr 12 @ 8:50 PM EDT
    A1: The students are given the opportunity to explore different representations within the classroom in order to bridge concrete and representational models. @geogebra does a great job showing the proof of the Pythagorean Theorem. #octmchat
  • jrsteach Apr 12 @ 8:50 PM EDT
    A3: questions have to be open enough to allow students to expand their thoughts and I have children talk to each other and look at each other rather than looking and telling me #octmchat
  • KresserAnn Apr 12 @ 8:50 PM EDT
    A3 open ended Q’s, which focus on process not answer. “turn and talks” with partners ensuring that several students respond is also helpful, especially when they realize there can be more than one correct answer or way to solve the problem. #octmchat
  • MrsUnger_MES Apr 12 @ 8:50 PM EDT
    A2 Open ended questions allow a variety of responses, and it always amazes me how students respond. Yes, I am referring back to "What do you notice?" "What do you wonder?" and one I tried today---"What question can be answered by this bar graph?" #octmchat
  • SueOConnellMath Apr 12 @ 8:50 PM EDT
    A3 How about “Why?”, “How?”, “What if…”, “How is this like…?”, “What do you notice?”, “What is the rule?” or “What did you learn?” These start conversations, while “What is the answer?” does not. #octmchat
  • jonellebell Apr 12 @ 8:50 PM EDT
    A3: Teachers need to use questions to help students construct their own learning. Math in Practice is a great resource for using questions as an instructional tool. #octmchat
  • msaknicker Apr 12 @ 8:50 PM EDT
    A3- Earlier in the school year we did a whole math lesson on math conversations. It was so powerful to give the students language to talk about their math thinking! (I agree because, I disagree, Can you prove it?) #octmchat
  • jjobney Apr 12 @ 8:50 PM EDT
    #octmchat A3 Questioning drives the learning. Questions move Student learning from their point A to their point B, differentiation at it's finest
  • r_fielhauer Apr 12 @ 8:50 PM EDT
    A3: Questions are so important! They can open the door or slam it shut. I try to ask students to explain. “Can you tell me more?” is a favorite #octmchat
  • jrsteach Apr 12 @ 8:51 PM EDT
    A3: wait time always allows for children to continue their thoughts after they are finished speaking. I also like to lean in and use the phrase "tell us more" #octmchat
  • MissLovelyWE Apr 12 @ 8:51 PM EDT
    A3 I’ll nudge them with questions, or feign cluelessness to get them to talk a little more. I want them to teach me how they’re thinking. The students need to be doing the questioning and the thinking. I’m just there to shift them into overdrive and reverse when needed. #octmchat
  • FeltonKoestler Apr 12 @ 8:51 PM EDT
    A3. I try to get my teacher candidates to ask questions designed to uncover children's thinking "why did you do that?" "can you show me with a picture?" instead of questions that direct kids towards the candidate's way of thinking #octmchat
  • SueOConnellMath Apr 12 @ 8:51 PM EDT
    We definitely put a LOT of questions in the Math in Practice grade-level books! #octmchat
    • jonellebell Apr 12 @ 8:50 PM EDT
      A3: Teachers need to use questions to help students construct their own learning. Math in Practice is a great resource for using questions as an instructional tool. #octmchat
  • nm_prater Apr 12 @ 8:51 PM EDT
    A3 What do you notice? has become one of my favorite questions. #octmchat
  • Kidsmathtalk Apr 12 @ 8:51 PM EDT
    #octmchat easy access to vocab with things like word walls help with conversations
  • SueOConnellMath Apr 12 @ 8:51 PM EDT
    Mine too! #octmchat
    • nm_prater Apr 12 @ 8:51 PM EDT
      A3 What do you notice? has become one of my favorite questions. #octmchat
  • cotts_jandra Apr 12 @ 8:51 PM EDT
    A3 Questioning is essential to guiding meaningful mathematical discussions. A lot of times, I restate what someone said and ask who thought of it like this or differently. Ss are eager to make connections to others thinking. We celebrate these! #octmchat
  • BaileyJodie - Moderator Apr 12 @ 8:52 PM EDT
    A3: My Ss love debates! My 5th graders last year would have at least 2-3 debates each week. Anytime there was a need for clarification, they would argue with one another. The questions they asked one another were amazing! #octmchat
  • teacherkpratt Apr 12 @ 8:52 PM EDT
    A3: set up a classroom env't where mathematical discourse is valued. My Ss disagree (respectfully) OFTEN & this is when our best convos happen. Gallery walks also help engage Ss in convos & contribute to the learning of others- they really value helping others grow #octmchat
  • pearse_margie Apr 12 @ 8:52 PM EDT
    Every student has a bookmark and every room has one of these posters which Ss reflect before during and after the math lesson. #octmchat
  • stacycookradu Apr 12 @ 8:52 PM EDT
    I absolutely love asking "What do you notice? What do you wonder? Why?" These questions promote so much thinking and talking. Before Ss were anxious about getting in wrong, with these open ended questions Ss are more confident and willing to share their thinking. #octmchat
  • msaknicker Apr 12 @ 8:52 PM EDT
    A3- Also, asking students about what they are thinking or wondering is so important. I've fallen in love with 3 act tasks this year. Kids are so engaged and are able to really notice and wonder! #octmchat
  • BaileyJodie - Moderator Apr 12 @ 8:52 PM EDT
    I'm going to second this - #mathinpractice is a phenomenal resource for asking questions to probe and push student thinking! #octmchat
    In reply to @SueOConnellMath
  • C_higg Apr 12 @ 8:53 PM EDT
    A3 T questions should help Ss see patterns and relationships. ?s that lead Ss to discover and help them the reason, justify, and defend thinking are essential #mathpracticestandards #octmchat
  • rachaelhgorsuch Apr 12 @ 8:53 PM EDT
    A3: Strangely, I’m working hard to ask less questions in class because I’m really working to establish that I’m part of the community, not always the leader. Trying to encourage and reward student probing questions instead. (So tough!) #octmchat
  • BaileyJodie - Moderator Apr 12 @ 8:54 PM EDT
    Last question (Q4) is coming up in one minute #octmchat
  • BaileyJodie - Moderator Apr 12 @ 8:54 PM EDT
    I love these visuals to build vocabulary! Asking questions provides students with an opportunity to use precision in their vocabulary to clarify and explain their thinking. #octmchat
  • chrissybug24 Apr 12 @ 8:54 PM EDT
    A3: as I visit classrooms, open vs. closed questions catch my attention... I love the idea of asking questions you don’t already know the answer to #octmchat
  • Kidsmathtalk Apr 12 @ 8:54 PM EDT
    #octmchat I also made these for my ss to use in discussions. They should be doing the talking but sometimes we need help getting started!
  • MrsUnger_MES Apr 12 @ 8:54 PM EDT
    A3: We've also been working on critiquing the reasoning of others with questions like "What do you like about the reasoning of. . .?" "What can be improved. . . .?" "How could you solve this another way?" #octmchat
  • msaknicker Apr 12 @ 8:54 PM EDT
    Love this!! Giving students the language to talk about math and then allowing them to do so!! SO powerful in Ss math journeys.. #octmchat
    In reply to @BaileyJodie
  • jrsteach Apr 12 @ 8:54 PM EDT
    A3: makes me think of 3 acts and @ddmeyer and having kids talk and converse with each other about the math in his #mathmakeover #TEDTalk #octmchat
  • BaileyJodie - Moderator Apr 12 @ 8:55 PM EDT
    Here is Q4 for #octmchat. Be sure to build your PLN and follow new people from tonight’s chat!
  • MsHow_Ann Apr 12 @ 8:55 PM EDT
    A2: Models and Manipulatives allows the students to explore math in a creative way. They are able to critically think with the support of these tools, which might be different to what they think math is about. #octmchat
  • teacherkpratt Apr 12 @ 8:55 PM EDT
    Yes! I also often ask ?s that I don't plan on coming back to, just to get them thinking.... sometimes they try to explore it on their own- so cool! #octmchat
    In reply to @chrissybug24
  • BaileyJodie - Moderator Apr 12 @ 8:55 PM EDT
    This is a great point! In my class last year, I intentionally planted myself further and further toward the back corner as Ss became more comfortable driving the conversation! #octmchat
    In reply to @rachaelhgorsuch
  • cmsmath Apr 12 @ 8:55 PM EDT
    A3: The questions are critical and often the most difficult to implement. #octmchat
  • mathbarb Apr 12 @ 8:56 PM EDT
    A3: I try to be careful with how many times I say, “Why?” I watched a little one panic today cuz she thought she’d done something wrong. This came from Jennifer Bay-Williams work. #octmchat
  • BaileyJodie - Moderator Apr 12 @ 8:56 PM EDT
    A3: Here's an example of where my Ss were at the end of last year in driving the math conversation: https://t.co/hTverlnjaB #octmchat
  • brendaboring1 Apr 12 @ 8:57 PM EDT
    A3: Asking open-ended questions is essential. Setting up a risk taking environment in your classroom and teaching Ss HOW to engage in mathematical discussions takes time but is definitely worth it in the end! I am a big fan of math chats in the classroom!#octmchat
  • mathbarb Apr 12 @ 8:57 PM EDT
    Thank you for sharing this!! #octmchat
    In reply to @pearse_margie
  • stacycookradu Apr 12 @ 8:57 PM EDT
    A4: I am starting fractions next week in 1st using MIP. I am going to be more intentional about coming up with questions and allowing turn and talks. #octmchat
  • jjobney Apr 12 @ 8:57 PM EDT
    #octmchat A4 I need to get my hands on the Math in Practice Resource so I can check it out
  • BaileyJodie - Moderator Apr 12 @ 8:57 PM EDT
    Sentence stems can be so helpful for Ss to organize their thinking! It can be a great way for Ss reluctant to share to get started. #octmchat
    In reply to @Kidsmathtalk
  • SueOConnellMath Apr 12 @ 8:58 PM EDT
    I think it is important that they get asked "why" whether they are right or wrong. After a while they get more comfortable with the question. #octmchat
    • mathbarb Apr 12 @ 8:56 PM EDT
      A3: I try to be careful with how many times I say, “Why?” I watched a little one panic today cuz she thought she’d done something wrong. This came from Jennifer Bay-Williams work. #octmchat
  • kellykir02 Apr 12 @ 8:58 PM EDT
    A3 Aside from always asking “what do you notice about this”, I always find myself asking, “well, how do you know”. Kids are so eager to always give just an answer. They don’t think the process of HOW they got there is just as important. #octmchat
  • BaileyJodie - Moderator Apr 12 @ 8:58 PM EDT
    What a wonderful resource to encourage student reflection! #octmchat
    • pearse_margie Apr 12 @ 8:52 PM EDT
      Every student has a bookmark and every room has one of these posters which Ss reflect before during and after the math lesson. #octmchat
  • teacherkpratt Apr 12 @ 8:59 PM EDT
    A4: I'm with Jaymie on this one! #octmchat
    In reply to @jjobney
  • MrsUnger_MES Apr 12 @ 8:59 PM EDT
    A4: I want to continue to infuse instruction with open-ended questions. I will use "What do you notice?" with line plots, pictographs & also add"What is another way to represent this data?" Multiple representations between graphs will strengthen student understanding. #octmchat
  • MissLovelyWE Apr 12 @ 8:59 PM EDT
    A4 After this chat I’m going to do the broken egg 3 act task. I was thinking about it the other day because we have done a lot of learning about eggs between an experiment, Easter, and farm field trip. Unintentional egg theme! 🥚 #octmchat
  • r_fielhauer Apr 12 @ 8:59 PM EDT
    A4: Excited we are getting MIP for our teachers next year! I know we need to work on strengthening our models across the grade levels #octmchat
  • SueOConnellMath Apr 12 @ 8:59 PM EDT
    A4 Post some of what you try. I would love to see it! #octmchat
  • chrissybug24 Apr 12 @ 8:59 PM EDT
    A4: I’m wondering if Math in Practice is going to be on super sale @NCTM #nctmannual because I’m ready to invest @SueOConnellMath @jonellebell @BaileyJodie #octmchat
  • jrsteach Apr 12 @ 8:59 PM EDT
    Me too! #octmchat
    In reply to @jjobney
  • MsHow_Ann Apr 12 @ 8:59 PM EDT
    A3: I am still practicing with the use of engaging questions, and I have found @WODBMath helpful. Ss really like to express their thinking, and question each other. From this, Ss engage with questions that allows them to give a unique answer. #octmchat
  • BaileyJodie - Moderator Apr 12 @ 9:00 PM EDT
    Our chat is winding down, but that doesn’t mean you have to stop the conversation! Join #octmchat next week to talk about "Bridging the Gap Between Elementary and Middle School Math" with @brendaboring1 & @SammyAlthouse.