#mathmindset Archive
#MathMindset occurs every Thursday from 4:30 p.m. to 5:00 p.m. Pacific Time (PT). Created by TenMarks and Amazon Education, the chat focuses on math and growth-mindset strategies. Each chat asks five questions for participants to discuss and share resources.
Thursday May 19, 2016
7:30 PM EDT
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Welcome to Today we’re going to be discussing growth mindset in math with
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Please introduce yourself, what grade you teach, and what you’re most excited about this week!
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Hi all!!! I'm mo from ! Former elem T. Excited to have for and happy to be with our !
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Hi everyone. I'm Dana, former HS math teacher turned product manager . Looking forward to the discussion today!
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Q1: How do you create an effective class opener?
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Hello, everyone! I'm Katie, middle school math interventionist near Chicago. I'm excited for the end of spring data meetings!
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Thanks so much for chatting tonight Katie
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A1: I like to make class openers a brief conversation topic. Love using Which One Doesn't Belong.
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Hi. Susan Mattingly High school math teacher in Detroit.
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This is great and students are always interested in explaining which one does not belong!
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welcome!!! Thanks for coming!
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I am not familiar with this. Will have to read about after the chat!
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Q2: What are some examples of using multiple representations to help students understand the concept?
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A1: It should spark discussion, asking Ss "why is this true?" or "what to you think?" helps drive the lesson!
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A2: Love using National Library of Virtual maniputlatives to help with different representations.
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Hi STephanie. Thanks so much for being here! I agree 100% about the sparkign discussion!!
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A2: Great to do this with tech. Show a fxn in and have >1 S solve out algebraically, then talk about connections.
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Glencoe manipulatives are my favorite virtual manipulatives. Love their "workmats"!
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Q3: What benefits are there for having students create their own methods to solve problems?
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A2: Use Desmos a bunch. Also algebra tiles with quadratics. Like to connect the geometric with the algebraic.
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A2: is an awesome way to show multiple rep and let students see for themselves how changing one rep affects the other
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It is part of the campaign and glad I showed up in your feed my Massachusetts friend :)
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A3: We need Ss to critique the reasoning of others and model with mathematics! We want them to use the math and own the math!
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A3: Giving them ownership of a method is motivating and then they can teach others.Makes learning more authentic!
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A3: Giving them ownership of a method is motivating and then they can teach others.Makes learning more authentic!
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Yes! is great for multiple representations
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A2: also a big fan of synonyms so we talk about visual synonyms or graphic versus symbolic language for the same idea.
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A3: When students create their own methods, they OWN the concept and it's ingrained in them.
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I agree! is great at showing multiple representations!
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A3: It also shows Ss the creativity that there can be with math
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Absolutely brilliant! Critiquing is very underutilized!
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Allows students to take responsibility for their learning. Share strategies so everyone can learn a a way.
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Q4: What suggestions do you have to help students communicate their reasoning in mathematics?
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Hits all the math practice standards too!
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Yes, everyone can learn "a way" that works for them not all the same way!
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A3: It helps struggling Ss see there are many paths to an answer, so if one doesn't make sense, try another.
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Vicki from NJ jumping in late - was running kids around
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should be central to every class. We need to spend time reflecting on the math and not just problem hopping
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A4: Communicating is more than just orally explaining. Encourage writing and drawing for explanation https://t.co/mVQfokebA6
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A3: simple - because sometimes they will approach it diff than we expected and we would have limited them by show our way
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Practice with a partner then small group and then entire class. A sharing piece to pass small group so everyone shares.
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A4: Discussion and screencasting. Give lots of time 4 students 2 reflect. Learning comes best from analyzing ss own mistakes.
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Hi Vicki! Long time no "see" Thanks for coming!
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A4: provide them with tools to do so. From manipulatives, to math vocab, to math conversation stems. Model what it looks like
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Practice...use explain everything app.
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A4: I use Tenmarks asgnmts but don't click have all ?s the same so students freely talk at their tables about methods.
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Their strategies and explanations are sometimes better than ours!
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A4: We need to write! We must train Ss to develop their mathematical arguments in complete sentences. We need !
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Q5: What are some strategies that you use to summarize a lesson and gauge understanding?
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A4: Let Ss share in a way they're comfortable. Journal, partner/small group, or whole class. Their reflection is what matters.
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A4: and I developed a good graphic organizer to help Ss share the process they used. Do we have it digital?!
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Well, I thought I missed because it was earlier, and apparently I did, because it is now. : (
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I agree. I love it when a student can explain better than I can
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Use problems from TenMarks and discuss strategies how to solve. Use mistakes and have S explain mistake is and how to correct.
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A5: Plickers is a fun exit ticket app that I've used. Journaling can be used for summarizing as well as reflection.
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You were busy with your chat so I understand. Thanks for coming for the end :)
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A4: We journal about methods & algorithms as critiques. Also give one representation and ask them to journal another.
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A5: Quick ticket out with a sample ? from the days objective so I can see where everyone is
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Yes!! And find a way for them to share what they do KNOW not what they do not!
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A5: Discussion board posts, exit tickets, group report outs all can help informally assess S understanding!
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A5 I just started sharing . I love the pre-made exit tickets
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Exit tickets, S whiteboard work, seesaw app
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Agree on using very good resource for teachers!
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A5: Love to put a question or math prompt up and have the Ss all discuss as they make their way back to their seats
