#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 March 10, 2016
Welcome to ! Today we’re going to be discussing coaching teachers growth mindset in math with
Please introduce yourself, what grade you teach, and what you’re most excited about this week!
Daniel, former HS math teacher with Summit Public Schools. Excited to connect around in teachers!
Molly a former 7th & 8th math teacher current tech coach in Cupertino CA pumped about the forecast for rain!
Hi! Lisa from So Cal. Consultant, blogger, author. Adjunct Prof, former Principal. Happy to be here w/ my buddy
Hi! Nicki from NJ here, 4th grade. Ecxcited to moderate my first chat soon. I can only stay for a bit!
Hi all, it's Catherine tweeting for - excited to be here!
Welcome, Daniel! Thank you for joining us tonight
So great to have you with us!!
Welcome, Molly! We're looking forward to learning from you
Q1: What successes have you had in helping teachers develop a math mindset?
Welcome, Nicki! Great to see you again.
Awesome to connect with you here. :)
Hello! Lauren from Boise Idaho!!
Hi! Emily from CT! 6th grade math teacher!
A1: number talks & dot talks, everyone can do it
I think when we practice what we preach, it is contagious! Encourage each other to take risks and learn from our mistakes.
Doing math together and reflecting on how we approach it, deal with struggle and problem solve. https://t.co/5p0ZKYhOUR
Q1: What successes have you had in helping teachers develop a math mindset?
So true. Sharing what we can do is powerful!
A1: Has been great to connect my pre-serve T's to vids on growth mindset and relate that to math concepts.
A1: A good way is for them to see it in action. Ts hear my students using the language.
I agree. We certainly have to walk the talk. We can't slip with "I'm not a math person" mindset.
Absolutely!!! https://t.co/gob88hbnjE
I think when we practice what we preach, it is contagious! Encourage each other to take risks and learn from our mistakes.
Aperil from Metro Atlanta. I am an elementary school instructional coach and am looking forward to learning from all of you.
A1: always encouraging Ts to try something new and keep it fresh! Taught an INB class to help all Ts branch out.
being able to see it is powerful
Great idea. The kids set such great examples!
Q2: What role does a teacher’s math mindset contribute to their students’ math mindsets?
A1: My Uni students finished this term having a deeper understanding of their role in making math tangible & enjoyable for Ss.
. So important to model, support and assess the language of math!
A1: We are beginning to have the important conversations & look at student work. I find the most success w one-on-one coaching
It's quite powerful when Ss use it during their math discussions.
A2: A huge role! students pick up on a "hate of math" really quick
A2: A T's focus and attitude is everything! If a T has math phobia this will eventually affect the students they serve.
Welcome, Aperil! We're excited to learn from you
A2: never be afraid to make mistakes and model problem solving and mindset. Remind them that we are hard workers.
A1: Math practices support a , make it part of how we teach math
A2: As teachers we have to be sending positive message to ALL students
Yes they do! The words we speak set the tone. https://t.co/NxD2xTdeZr
A2: A huge role! students pick up on a "hate of math" really quick
Q2:Our attitude about everything is reflected by our kids. I ❤️ hearing them say things I would say about effort/growth 2 eo
A2: Vital! again, practice what you preach. If a t has a fixed mindset they need to fake it til they make it.
yes! being able to model how to overcome mistakes and what to do when you get stuck
Yes it is :) The language is up in my room & we constantly use it in class even when talking on Edmodo or Seesaw
A2: Ts can model, talk about their math autobiography, talk about the struggles of other mathematicians
. Yes & reflecting on where that phobia comes from. Examining how connects to past experiences & identity.
A2: T's must set the tone in class with regard to Math concepts. Knowledge and strategies to share this are key.
exactly, lets spread the love :)
ALL of our instructional decisions rest on our beliefs about how learning happens & what is important in math
Agree!!! Risk taking is essential - in all areas of the school day. Model learning from mistakes. https://t.co/joJJTtwjnm
A2: never be afraid to make mistakes and model problem solving and mindset. Remind them that we are hard workers.
We are in the process of encouraging instructional conversations & number talks. Definitely want more time sharing strategies
This is an interesting feed from a secondary POV because most secondary math people don't dislike math.
. Yes and listen for the message they are sending to themselves.
A2: We have to get parents too to believe they can do math, model it for their children, support their struggles
We are the root of the Ss mindsets-have to model the mindset. It grows within the environment we create https://t.co/6LiOcCc9Eu
Q2: What role does a teacher’s math mindset contribute to their students’ math mindsets?
Q3: What evidence can an instructional coach collect to assist in growing a teacher’s math mindset?
We need to model for our students using the practices.
It's so important to be transparent and show Ss how to persevere and solve problems.
What would be the title of your math autobiography? https://t.co/T4V2rO26Qr
A2: Ts can model, talk about their math autobiography, talk about the struggles of other mathematicians
A3: capturing teacher and student discourse, look at what is really being said
A2: Ts mindset is often the determining factor of student success. If Ts are constantly seeking out ways to improve so will Ss
A2
Ts mindset plays tole in tasks we give (I.e., memorizing v DOING) and instructional strategies! https://t.co/wJ3C6IZGkO
A3: Coaching can go along way in observing/ offering scenarios to Ts so they can grow in confidence/skill in math instruction.
A3: look at the ?s that are being asked of students. What DOK level is it?
A3: Surveys, informal measures (ie: coversations) and popping into classrooms to see and hear it in action!
Great idea. Goes with collecting positive to negative interactions. Then C and T can reflect on. https://t.co/bKK15JfStI
A3: capturing teacher and student discourse, look at what is really being said
Yes! Well said. :) https://t.co/gF07EZBO3p
A2: Ts mindset is often the determining factor of student success. If Ts are constantly seeking out ways to improve so will Ss
A3: Focus on Ss math talk, what do Ss say when solving a math problem, what is their body language https://t.co/yC1w56TnfV
Q3: What evidence can an instructional coach collect to assist in growing a teacher’s math mindset?
A3: Ss quotes & provide resources like book https://t.co/eMBQMIl2ey
Q3: What evidence can an instructional coach collect to assist in growing a teacher’s math mindset?
we shouldn't be afraid to let them see us struggle and work through the tough ones together.
A3: Questioning and reactions to error analysis. Perspective comes out when Ss get problems wrong.
This is so helpful. Thanks for sharing, Mark!
Many Ts do not understand the math concepts they teach & are not comfortable w the material. It quickly becomes scary for Ss
thank god for people like
A3: Used activity with new Ts https://t.co/csPpAgDPud to discuss expectations, recorded language, some fixed and some growth
agreed!!! No one is perfect!!
OMGoodness! This is absolutely true. We must do more to support T's with Math PD and current resources. https://t.co/yq1mNm5gb1
Many Ts do not understand the math concepts they teach & are not comfortable w the material. It quickly becomes scary for Ss
A3: Yes, questions and follow up to Ss can reveal thinking of Ts and Ss https://t.co/WR4kdzQjTD
A3: Questioning and reactions to error analysis. Perspective comes out when Ss get problems wrong.
A3
Who is doing the thinking/reasoning?
Wait time.
Perseverance.
Flexible grouping effectiveness
Hi ! Jennifer, joining late from Oregon...
Q4: What challenges arise in helping teachers develop a math mindset?
not just concepts but how to create engaging contextual tasks.
I video my class discussions as well as my kids working in class. It's a great way to reflect. https://t.co/43mmIfCX5p
A4: T's own experiences as math learners make a huge impact on their own .
You'll never hear a T say, "Oh, I'm not a good reader" But we often hear, "I'm not good in math & teaching fractions scares me"
A4: Many T's bring ALL their math phobia baggage, so working thru this with them is key. Even New T's struggle with this.
A4: Ts think they are perfect and can't take constructive criticism. "They've always done it that way. "
A4: Developing math performance tasks that provide sufficient challenge but don't overwhelm the Ss
. You might hear "I always struggle with the poetry or Shakespeare unit" though.
A4: Reassuring them that there are ways to make math fun and enjoyable is important. Sharing current strategies is important.
Yes!! Low entry, high ceiling!! https://t.co/hC4WuWTnL5
A4: Developing math performance tasks that provide sufficient challenge but don't overwhelm the Ss
A4: Old POVs and resistance to change often hurt the initiative. Gotta run. Thanks for the warm up!
Yes. We have so much work to do to improve experiences. Our new Ts are evidence of how much more there is to do.
A4 Chances are our own math phobias were developed during our own schooling. We need to break the cycle!
A3: I ask lots of questions What concepts do you want your Ss to know. What problems will you pose to discover misconceptions?
Understanding that the isn't just in your mind, but in your actions too. https://t.co/moKwjOcl8o
Q4: What challenges arise in helping teachers develop a math mindset?
A4: Finding time to support T's needs with math concepts has to take priority.
We send lots of messages through our words and actions (even if we don't say anything).
Q5: What resources have you found helpful when coaching teachers in developing a math mindset?
yes! The fear can come from a lack of confidence, build them up!
Exactly! Our students watch our every move. They imitate what they see and hear! https://t.co/RxQTx34hCm
Understanding that the isn't just in your mind, but in your actions too. https://t.co/moKwjOcl8o
Q4: What challenges arise in helping teachers develop a math mindset?
A5: I love going to Pinterest for great resources. I have found awesome lessons that I then adapt or build upon.
Math discourse is so important in a classroom. Understanding how Ss think about math determines the instructional next steps.
A5: Must read Growth Mindset by Carol Dweck to start
A1: When Ts watch their students do math with me, they often see how much they CAN do: number talks and problem solving lessons
Being in 0482 Math tend to think to myself, why am I even in this class? Other times it's why am I even allowed in this class?
Definitely! Powerful book for all educators (and beyond) https://t.co/8pmWRqdswK
A5: Must read Growth Mindset by Carol Dweck to start
A5: Also have found some good ones on Teachers Pay Teachers that I bought for a few bucks. Then was able to adapt for my use.
A5: See other Ts who have kids working in groups, collaborating, and discussing math
A5
Growth Mindset sources:
units
WOIM
NRich
Dreambox
Van de Walle
SuperSource
......
