#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 February 18, 2016
Welcome to ! We're excited to have . joining us tonight to answer your qs live
Please introduce yourself, where you're from and your role in education
Michelle, Houston, TX 5th grade math teacher
I have many math teachers who are new to my question is how could I introduce it to them in a department meeting?
Ann - HS Learning Support teacher and math co-teacher in Jakarta, Indonesia
Lisa Dabbs So Cal,consultant, author, blogger, speaker, adjunct prof & former principal! https://t.co/oT8PKn8xn1
Please introduce yourself, where you're from and your role in education
Hi all! I'm Mo - former classroom teacher now on team TenMarks. From SF
Hi everyone! It's Jo here, ready to answer any questions :)
https://t.co/f04Mo06GAJ
Welcome to ! We're excited to have . joining us tonight to answer your qs live
Nicki from TenMarks here - former teacher & instructional coach
from Seattle, educators in 4th through 6th grades
Vicki Ruane, Edison, NJ - 5th grade teacher and advisor
hello from CA - I work as a professional development leader and love helping to promote Growth Mindset!
I am a K-12 Math Coordinator and Adjunct Prof of math and education outside of Boston.
Happy birthday ! So honored you are here with us on your day!
Justin...HS math...Reedsburg, WI
Daniel, Bay Area, CA, team member
What kinds of messages do you communicate to students in math class?
Q1 What kinds of messages do you communicate to students in math class?
Whoo-hoo! How awesome to have sharing her special day with us! https://t.co/th0Lq9ggdC
Happy birthday ! So honored you are here with us on your day!
Can't think of a better way to spend a birthday than doing a chat!
Dave, a teacher of mathematics in the UK
A very happy birthday to . and thank you for spending this special day with us!
Hello from Columbus, Ohio. K-4 Math & Sci Curriculum Coordinator.
hi everyone. Cathy from Youcubed.
A1: That they can ALL do math! That struggle and mistakes are good. To persist through for growth
Hi Matthew, we have videos on Youcubed and a student course that introduces it well, under courses
Hi everyone! Welcome to ! We are honored could be with us on her birthday!
How do you balance procedural knowledge and conceptual knowledge when teaching middle school math?
Hi Jo. With all the travel you do, speaking about Math Mindsets, what regions do you think are supporting the most?
A1: I work in an urban school district I become my Ss biggest cheerleader. Some Ss have huge gaps but we keep trying.
Anyone can learn to the highest levels. I believe in you. You can do anything.
A1: As Adjunct teaching math for young children, emphasize the importance of setting math foundations w/pre-k-2nd gr.
So excited to be live with . on right now!Get your questions answered for the next 30 minutes by growth mindset expert
Kelly from NC. Director of Math/Science. Richmond County Schools. Love training teachers. Used last week in PD.
A1: You will make mistakes in math; you will also figure out why you made those mistakes, and you will learn from them.
A1: Math practice #1 - let students productively struggle and have a safe space to both grapple, succeed and/or fail
A1 Math is everywhere. Mistakes are encouraged. Let's work together in the learning process.
A1: These foundations are important as we explore Geometry and Algebra. Preparing littles for middle/HS math concepts.
A1 Tell Ss that there is not one way to find the answer. Celebrate different strategies and mistakes as opportunities to grow!
I would make it all conceptual if possible. We did that in our summer school and kids' tests scores went up by 50%
A1: Mistakes will be made, but you need to persist through them and keep on the path of learning. The process is important.
Wow! So powerful! https://t.co/poQ15Pv0fP
I would make it all conceptual if possible. We did that in our summer school and kids' tests scores went up by 50%
Q2: How do you show students that mistakes are important?
Emily, 8th Grade Math, Mount Vernon, OH
A1: Like anything we want to get good at, we need to practice. Math is no different, we practice, we succeed every day
I love when they catch a mistake I make and we can work through the reflection process together!
If you're looking for an overview of some of the YouCubed resources available, we've got you covered! https://t.co/eBaSxcawYY
more importantly mistakes grow your brain! See brain science section on Youcubed for more
A2: Sharing our own experiences as T (and as people in the real world) can be hard, but always a learning opportunity
Hello I'm Mallory Nasatir from the northern Chicago suburbs and I'm a 7th grade SPED Math Teacher!
Wow, I would love to know more about this
Make error analysis part of your daily routine.
A2: Especially using , we have them write it down. Make the hand to brain connection. Often they will see the solution
. How do you know when students are building on previous knowledge? What is the evidence?
A2 Show that it's ok as a teacher to make mistakes. Model reflection. Show how you can learn from the mistake
A2: Weekly reflection called "what was your favorite mistake?" Ss share what they learned from a mistake and why it was helpful
So important! Response to 'What kinds of messages do you communicate to students in math class?" https://t.co/ExJd2D62iC
Anyone can learn to the highest levels. I believe in you. You can do anything.
A2: Visualizing mistakes allows them to think deeper. Isn't that what we want?
A2: With these new standards I make mistakes bc it's different teaching y= x + a to a 5th grader than to 6th grader.
A2: My students are preparing to teach students, so I encourage them to think out of the box as they design lessons.
with low floor high ceiling tasks all Ss can take math to high levels.
A2: Use the History of Math and show how many mistakes some of the greats had made. Mistakes are OK! https://t.co/4ZX8JXLuWH
Q2: How do you show students that mistakes are important?
We all"all in"on the idea that time tests don't work but still looking for more authentic ways to assess.Suggestions?
A2: FAIL. First Attempt In Learning. Keep going! You'll get to the answer, kids!
A2: Not making what we got wrong an event but part of the process
A2: Sometimes I have to skip a problem and come back with the answer the next day.
A1 Math zones work best w/ Ss working w/ peers to figure out problems. T available to encourage Ss along!
A1: Create a culture in which we all grow and learn together as math students August Deshais, kinder teacher from CA here.
A2: Show them that even the T will make mistakes. Stress learning from the mistake, and not just moving on from it.
A1 We value every step n the learning process - especially making mistakes
. youcubed has a section on assessment (under ideas) and my new book Mathematical Mindsets has a chapter on it
Q3 How do you encourage students to see connections in math?
A2: I purposefully explain mistakes I made doing the problem and my thinking for how I knew differently
A2: Mistakes are discussion starters for the class to share appropriate strategies to solve this and similar problems
A3: Attach concepts to the real world, use grocery ads to have students learn operations of decimals while making food list
Check out our 8 min student video to help students know about mindset and brain growth from mistakes. https://t.co/w9uAVz02Mp
A2 Create a culture in which mistakes are celebrated and used to encourage deeper understanding https://t.co/3Iq9vmeHHO
Q2: How do you show students that mistakes are important?
Let them see your mistakes and how you work through problems.
A3: By modeling making connections myself and by presenting complex problems that require them to make connections
A3 Multiple representations. How does the symbolic rep connect to the graphical rep, etc.
you can't celebrate mistakes and then give lower grades for making them!
A3: Love Illustrative Math tasks and tasks for making connections with math
A3: Through questioning and discussion
A3: Telling stories in class about how we use math in our everyday lives as teachers.
Q2 Get excited about math mistakes and use whole discussion to problem solve and succeed as a whole!
A3: I teach from concrete to abstract. I always use place value as a connector when applicable.
Always connect whole number to fractional computation for students. So much similarity for x and /.
A3: As I work w/my students thru NCTM standards...we look at connectedness among them. How does Geometry look in measurement?
Love that! https://t.co/63X7zMFTyP
A3: I teach from concrete to abstract. I always use place value as a connector when applicable.
A3: My stock question is "How did you figure that out?" to check thinking. From there explicit connections can be made.
Q4 How do you spark creativity in math?
A2:Imp to have an intentional lesson closure.Not a celebration of correct answers but a time to investigate diff thinking.
True research shows when teachers say mistakes are good but give lower scores students do worse. https://t.co/OdDqoxsnBD
you can't celebrate mistakes and then give lower grades for making them!
When do you think Stanford will start admitting students based on growth rather than grades?
A4: Find ways to integrate math into their lives. It's an essential part of our knowledge, it's a gift. Passion sells math.
lets get rid of the bad math messages. Not helping math educators or kids!
A4: We look for ways to pull out great math concepts in literacy. Make connections that lead to what Moomaw calls "Math Talk."
This is such an interesting point! https://t.co/PUBDy7Xb7Y
you can't celebrate mistakes and then give lower grades for making them!
A4: Encouraging use of diff methods. Letting Ss grapple w/ a problem before showing a way to solve. Showing art/math connect
A3: Give them time to investigate & talk. Support conversation skills with questioning, modeling and sentence frames.
RT This is such an interesting point! https://t.co/JXXPZyRfw0
you can't celebrate mistakes and then give lower grades for making them!
A4: Tying math throughout the curriculum from science to language to history can show math from different angles & perspectives
A4: Honestly creativity is my math kryptonite. I'm hoping to use Stemscope to help me in this area.
Stanford looks for many things, grades are a small part. Summatively grades are OK, but not formatively https://t.co/y2hV63wq3N
When do you think Stanford will start admitting students based on growth rather than grades?
A4: Listen, prepare and vary questions and mostly just get out of the way to let them work through purposeful tasks.
let's give points for great mistakes. Synapses are firing!
A4: I inspire Ss by having creative lessons. Tree diagram lesson and we had an ugly sweater party https://t.co/uRlSfRKWpB
Q5 Do you value depth vs. speed in math and how do you communicate this to students?
A4 Helping students see the beauty in mathematics - not just a series of procedures https://t.co/KKRDTWtaBc
Q4 How do you spark creativity in math?
Creativity is a beautiful thing in maths. It is what we all need. https://t.co/CFWm5YUp2t
A4: Honestly creativity is my math kryptonite. I'm hoping to use Stemscope to help me in this area.
A3: I ask them to solve problems different ways with different tools.
Advice for a college teacher who has a few students who do not agree with growth mindset? Want all procedures and memorization!
I like that...do you have any additional resources or guidance for math teachers on grading?
A5: We keep working until we have a correct answer.
How have u included interactive notebooks in Math? We need 2 emphasize mathematical practices make thinking visible
A4 Give Ss time to explore and have fun.
A5: depth over breadth. Give Ss the opportunity to take time to think through their own practice
A5: This is a concept I've yet to tackle with my Pre-serve students. They will need support to work with this concept.
A5: Sometimes we need speed (fact fluency) but mostly we should value depth in learning https://t.co/3X4JL88E58
Q5 Do you value depth vs. speed in math and how do you communicate this to students?
A4: giving them a problem that doesn't have one answer, Ss find different ways of getting to an answer, we share
Q5: We use writing to learn as a cornerstone of our math pedagogy. Some of the best student writing comes out of math.
A5: Allowing time...no pressure to finish fast. This can be tough sell to some Ps who are used to thinking fast is key
A5: I value quality (depth) over quantity (speed).
require them to take the free How to learn math for students
A4 remind students that mathematicians are pattern sniffers, conjectures, experimenters All require creativity
I love math & talk to my Ss about math in real life often. I have shown my Ss videos about Growth Mindset. That's our theme.
Awesome, can't wait to learn more! Thanks for all that you do.
Do you have support there for Pre-k-2nd grade math development?
Is there any chance you are (or will be) working on "good stuff" for elementary school students?
A5: Ss finish different problems at different rates, I don't penalize for completion if they are working hard
2 min of the chat left! Q6 Any resources you recommend for growth mindset in math? .
Teaching is rewarding and exhausting; as it is with most worthy professions.
interactive notebooks are great! All Ss should have access
Tell them they won't be what employers want. Show them this TED talk: https://t.co/t6NSwR2GVp https://t.co/d2LIxS8bYk
Advice for a college teacher who has a few students who do not agree with growth mindset? Want all procedures and memorization!
Sorry to join so late. Carol from Birmingham, AL. :)
A5 it's a confusing process for Ss. We want them to dig deeply, yet they need speed for ACT SAT MCAT https://t.co/C5o52PGyEY
Q5 Do you value depth vs. speed in math and how do you communicate this to students?
"writing clarifies thought" just heard this at last PD.
Remind them mathematicians can be very slow math thinkers - they want depth not speed
When is it possible for there to be more than 1 possible answer?
A6: The video series on and the stuff on you cubed
Peter, math supervisor from Maryland. Glad to be here; better late than never. (Hi ... I'm a big fan [!].)
Yes! working on new curriculum materials now. Watch youcubed to see what's next
primary teachers enjoy showing free course how to learn math for students to whole class then discuss
Resources are great, but how do we make sure we're not cultivating a false ? https://t.co/lZQAxyuptY
2 min of the chat left! Q6 Any resources you recommend for growth mindset in math? .
Thank you again to . for taking the time to chat with on her special day! Happy Birthday!
Thanks all for joining us today on ! And a special thanks and happy birthday to .!
. So so true and damaging https://t.co/RM4O8n1o3E
lets get rid of the bad math messages. Not helping math educators or kids!
then we need to get rid of those tests!
Great, fun chat! Thanks to all of your for your passion and purpose. :) https://t.co/BZUeDEp6KI
Thanks all for joining us today on ! And a special thanks and happy birthday to .!
Thanks everyone for great conversation, questions and ideas
A6: I've been very impressed with . Excellent rigor level and goes up to Algebra 2.
How do we become fluent in reading? Timing each S?
Does this help those learning to read?
Be sure to join us next week for at 4:30PM PT - we host it every week!
Difficult to do when we need competitive scores to compete globally for professional schools
is going to my newest "Go To" place for good, rich math resources. https://t.co/IiqPFZ6Tb4
Yes! working on new curriculum materials now. Watch youcubed to see what's next
Thank you for the great chat! Sorry I missed the first half
thanks Cathy anything you can do to stop these messages iwill be great
When is the next chat? Is it every week at this time? https://t.co/zXQ0OCDFWg
Thanks everyone for great conversation, questions and ideas
Are there examples of how staff avoid the effects of the outcome of a rigid test & are able to celebrate mistakes?
Hi Peter - focusing on growth mindset and math takes place every Thursday at 4:30PM PT. See you next week!
Thanks for joining, ! Yes, is every Thursday at 4:30 PM PST. See you soon!
I will be watching. All great math ideas help. https://t.co/5SbqudRSUg
Yes! working on new curriculum materials now. Watch youcubed to see what's next
enjoyed this chat. Thank you. The learn maths message never sleeps!
I will definitely join chat next week. I love the growth mindset and math and would love to contribute and learn
We need to "open up" our problems more (low floor, high ceiling) so our Ss see themselves as mathematicians!
Teaching is rewarding and exhausting; as it is with most worthy professions.
Wow... reflection: do retake opportunities & standards based grading cover this or something more? https://t.co/ySk8J2zvgI
True research shows when teachers say mistakes are good but give lower scores students do worse. https://t.co/OdDqoxsnBD
you can't celebrate mistakes and then give lower grades for making them!
There is more than one way to figure it out. Think.
Speed and Time Pressure Block Working Memory- Always good at math, but couldn't play "round the World! https://t.co/5RDS2b6IDv
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Connect math Ss doing in the classroom to real life.
