Hi! I am Kate from Cleveland and I work at a University with preservice teachers. I think it is essential students are able to engage in mathematical thinking. #octmchat
Hey everyone! The name is Brian True. I'm a geometry educator at Troy High School. The most essential thing students need when they leave us is the ability to problem solve! #OCTMchat
Hi, everyone! Thank you for joining us tonight! I'm Jodie Bailey - @ohioctm President and math coach in @HilliardSchools From my perspective, a strong intuition about math (aka - number sense) is the most essential thing our students need! #octmchat
#OCTMchat Ann Howard here from Piqua Junior High School! I am one of the Math 8 and Algebra teachers at the school. I think the most essential thing a student needs when leaving the math classroom is confidence in their ability to problem solve.
Rachael Gorsuch, Columbus, OH, high school math teacher at @ColumbusAcademy
I want students to be empowered to be able to think critically about the math that they encounter every day in their personal life. #octmchat
Hi, I’m Ayanna and I teach second grade in Worthington, Ohio. I think it’s essential that students understand math’s applications beyond the classroom. It’s not just for school, math is part of life! #OCTMchat
Hi! Alexa Fulmer from Cincinnati. I’m a K-6 Math Instructional Coach. I believe that critical and creative thinking is the most important thing students should have at the end of a K-12 education. #octmchat
Brrrrr.... Jacqui Lehmkuhl, Troy, Ohio;Vice President of Secondary for @ohioctm is here. Students need the belief that they can complete their purpose to make the world a better place.; A belief backed up with solid reasoning and risk taking skills! #octmchat
Hi! I'm Christina... one of the math consultants/coaches @HamiltonCoESC down here in Cincinnati... also the past-president of @ohioctm ... I would love if students left K-12 with strong problem solving skills, the willingness to persevere, and a growhtmindset! #octmchat
A1: many students have to take non credit earning math courses at community colleges and state colleges in our state because they struggle on the math entrance exams. #octmchat
A1: The majority of my students will transition to using math in their post-secondary endeavors okay. The biggest struggle will be persevering through difficult problems and not falling back on their calculator at EVERY struggle. If pushed though, they'll succeed. #OCTMchat
A1. Yes, one purpose of mathematics is preparation for college and careers. In this transition, students need perseverance, metacognition, the ability to communicate technical ideas, and strategic thinking. #octmchat
A1: Most of my students have the fundamentals when transitioning from HS to post-secondary, but the approach to math seems different at the college level (often with less technology) which seems to be a tough transition for some Ss. #octmchat
A1: #OCTMchat I have not been in the classroom long enough to have an answer, but so far I #wonder what my students would retain in post-secondary from the math standards they are learning in 8th grade.
A1 It's essential for students to be happy so they can be confident problem solvers and ready to persevere through challenges that come their way #octmchat
A1: There seems to be a disconnect between K-12 and post-secondary expectations for students... I'm wondering how post-secondary has shifted over the past 10 years as we have implemented the Common Core Standards/Ohio's Learning Standards? #octmchat
A1 I worry some of our students will struggle if their next set of courses are curriculum delivery, while others will struggle if they are not. #OCTMchat
A1. I wonder how students might be different if they experience joy, wonder, and beauty in secondary mathematics and how this might translate to post-secondary. #octmchat
A1. There seems to be a disconnect in pedagogical practice (lecture vs. inquiry), expectation of use of technology to support reasoning, and how pace/rigor are defined. #octmchat
A1: These are deep questions tonight. The Pollyanna in me believes that my students are all successful in post secondary. Now, the path may not be straight, and the growth not linear, but with the right mindset, they can continue and grow in mathematical understanding. #octmchat
Q1: Not very successfully based on what I’ve read and heard. Plus so much of college math I’ve helped non-math people is so abstract. It is not real to them like most of the high school experiences still happening. #octmchat
A1: Speaking as a parent, my HS senior is loving his AP Stats class. Previous years, focus was on symbol manipulation and answer-getting. Not relevant to his life. He texted this #notice#wonder pic yesterday. Hope college classes continue to build a love for math. #octmchat
A2: The promise is it promotes mathematical reasoning beyond the high school curriculum. The diffficult thing is getting them to think and stand on their own. Too many want to use you and tools as a crutch. #OCTMchat
A2. One challenge is "Quantitative Reasoning" does no seem to have the same mythological status of other more traditional courses. What does curriculum look like? Who is the course for? How does it fit with other courses available? #octmchat
A2: Can't wait for ODE to release the Quantitative Reasoning course we're writing! Love that it helps Ss think about the math used in most lives. Many teachers will need PD to adjust teaching to help kids think and discover instead of learn traditionally. #octmchat
A1: I see 2 problems: too many students need remeditation at community colleges and I don't necessarily see some of our college students being taught using best practices (still learning like we did 50 years ago!) #octmchat
Post-secondary mathematicians are working on teaching practices. Many have recognize that improvements in teaching is important for student success in mathematics #octmchat
A2: The title of the course is intimidating for sure; this isn't the math class of answer getting. Change can be challenging. Time to collaborate and resources would always be welcome to ease the transition. #octmchat
Reasoning in the title implies that lecturing is not sufficient. Thinking, modeling, justification, etc will move teachers and students forward #octmchat
A2: not only are students intimidated by the term "quantitative reasoning" but teachers feel uncomfortable without a standardized curriculum (what does it look like, what standards are to be addressed, etc.) #octmchat
I believe such a course should be available to a broad range of students and that instruction should include the 8 effective teaching practices from PtA and practices of SMPs. #octmchat
A2: #OCTMchat Teachers in the secondary classroom can develop a safe environment for students to develop reasoning skills in class discussions. They can learn correct math mathematical language and grow confidence in their ability to problem-solve.
A3: I think allowing incorrect answers and having discussion about the thinking behind them rather than just shutting them down encourages all students to feel safe when answering. This feeling also opens up mathematical discussions that would normally not occur. #OCTMchat
A3: I think when there is the "believing" culture established in a classroom, this goes a long way to keeping all students engaged. That is - even if an answer is wrong, I believe there is some correct thinking in there. That becomes the focus. #octmchat
A3. Give students access to problems (not just exercises) that allow for different perspectives/strategies. Give up some autonomy to let students pose their own problems. #octmchat
I argue that we need to think of mathematical competence as being paticipatory rather than based on"rightness" or "wrongness." Being a participant gives access to students' thinking. #octmchat
A3: A common article floating around our school right now is "Students Learn from People They Love" in the NY Times. https://t.co/RgPm6mu1Jg The point is that by creating an environment in which Ss feel valued, they will strive a little harder to learn. #octmchat
A3: Sounds like I need to get the book Motivated! The culture of the classroom starts day one. All kids can learn math, find where the stable ground is and take one step at a time. If shutdown mode happens, talk one on one with them in a private non threatening setting. #octmchat
A3: Once a positive relationship is built with a Ss, they will be able to trust you and others to critique ideas because it's out of a respect for them and a want for them to grow that this is done. They see the love behind what we do. #octmchat
A3: I think Notice/Wonder activities and problems with a range of answers are good to set up a climate of safety. Also acknowledging mistakes as powerful learning opportunities. #octmchat
We've been working on this a lot at the K-5 level. I hope that as students continue on into secondary, they bring these skills and have an opportunity to continue building reasoning! #octmchat
A3: I think the most important strategy for motivating students is to continually invest in building a trusting and respectful environment all year. The second most important strategy is to be flexible and listen to their solicited and unsolicited feedback #OCTMchat
A3. If we consider mathematics competence as being participatory rather that based on rightness or wrongness, it requires shifts in teching practices. #octmchat
A3: Building a culture of taking risks and making mistakes so we can learn from them might help get a little more participation from reluctant students... @ddmeyer 3 Act Tasks are usually a good "foot in the door" for me... #octmchat
Shifting S roles from the "answer givers"
A4: Improve my ability to let students have a voice. Not shut them down or say an answer is right vs wrong, but rather let them come to that conclusion on their own through rich math talk. #OCTMchat
A3: I think HS teachers could open up their classrooms more by doing some of the things we do in elementary - @WODBMath, number talks/number strings from Cathy Humphrey or Pam Harris and iWeek activities through @joboaler. #octmchat
A3: #OCTMchat empowering my students in the classroom is a challenge, especially when they are afraid to be incorrect. Think-Pair-Share works best for my matheletes because they can correct each other and discuss with the class what they discovered.
Jacqui always shares great ways to connect with students and motivate them to engage with mathematics! If you aren't already following her, I'd strong encourage you to add her to your PLN! @hcsdseced@KimKembitzky@tomkaz10@MattAnderson289#octmchat
A3: Sounds like I need to get the book Motivated! The culture of the classroom starts day one. All kids can learn math, find where the stable ground is and take one step at a time. If shutdown mode happens, talk one on one with them in a private non threatening setting. #octmchat
Absolutely. It took grad school to show me I was a good memorizer, but knew little about math. Huge crisis at first. Thankfully, I finally figured out what math was all about - but HAD to let go of memorizing. #octmchat
A4: These chats encourage me to pause and reflect. I want to continue to do this throughout the day and use that as motivation for patience, more enthusiasm, and the type of respect for students' abilities that pushes them to push themselves! #octmchat
