Talk Number 2 Me: The Ratio Table

Talk Number 2 Me: The Ratio Table

Presented by: Christina Moore

The ratio table is a powerful tool for students to shift from additive thinking to multiplicative, master the distributive property, partial products/quotients, and proportional reasoning by exploring multiplication/division/fraction real world problems, crafting multiple solutions within contexts, and providing proofs of students’ own thinking.

Hosted by: Amanda Riske

Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Talk-Number-2-Me-The-Ratio-Table

Sign up for the Global Math Department Newsletter at http://globalmathdepartment.org

Presented on December 5, 2017

TMC Mission and Values

TMC Mission and Values

Presented by Tia Cardone & others

TMC organizers and volunteers have been working together to craft a mission statement. We are ready to share our draft with the community and seek feedback on the document as well as next steps TMC can take to enact our shared values.

Hosted by: Chastity Gregory

Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/TMC-Mission-and-Values

Sign up for the Global Math Department Newsletter at http://globalmathdepartment.org

Presented on November 7, 2017

Reflecting Before, During, and After Solving a Problem

Reflecting Before, During, and After Solving a Problem

Presented by: Avery Pickford

Student reflection is often limited to after they “finish” something. At the same time, research shows that one quality that distinguishes novice and expert mathematicians is that experts are good at reflecting throughout the process of working on a problem. Come learn about some strategies and structures I use to get my students to reflect before, during, and after solving problems.

Hosted by: Paula Torres

Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Reflecting-Before-During-and-After-Solving-a-Problem

Sign up for the Global Math Department Newsletter at http://globalmathdepartment.org

Presented on October 17, 2017

Being Equity-Minded in the Teaching of Mathematics

Being Equity-Minded in the Teaching of Mathematics

Talk by: Darryl Yung

Even though we might give the same set of instructions or deploy the same activity to a group of students, each student will experience it in a different way because of their different lived experiences and ever-present inequities in our society. That’s an aspect of teaching that is simultaneously wonderful, fascinating, and frustrating! How can we teach in a way that allows every student to flourish, particularly when our actions and decisions can have unintended consequences that affect the way our students experience our classrooms? Being equity-minded is a habit of mind that can help us to deepen our own awareness about the experiences of others and to be aware of inequities that exist in our classroom. We’ll discuss equity-mindedness in the context of common practices and decisions that take place in the mathematics classroom.

Hosted by: Leigh Nataro

Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Being-Equity-Minded-in-the-Teaching-of-Mathematics

Sign up for the Global Math Department Newsletter at http://globalmathdepartment.org

Presented on August 28, 2018

 

Cultural and Linguistic Diversity as Resources for Mathematics Teaching and Learning

Cultural and Linguistic Diversity as Resources for Mathematics Teaching and Learning

This presentation centers the idea of diversity as a resource for mathematics teaching and learning. The focus is on how to build on the diversity present in our classrooms (in particular, language and cultural diversity) to enhance the mathematics learning opportunities for all of us (teachers, students, and parents). I will discuss the concept of valorization of knowledge and how that may affect how we interact with diversity in the classroom. Presented by Marta Civil.

Hosted by: Chastity Gregory

Watch the full presentation at: www.bigmarker.com/GlobalMathDept/Cultural-and-Linguistic-Diversity-Resources-for-Teaching-and-Learning

Sign up for the Global Math Department Newsletter at: globalmathdepartment.org

Presented on September 26, 2017

Designing Curriculum That Treats Students as Sense-Makers

Designing Curriculum That Treats Students as Sense-Makers

How do we design high-quality curriculum that supports students and their teachers seeing themselves as sense-makers, not mistake-makers? David will share effective teaching practices embedded in curriculum that allow all students to make mathematical connections. We will also discuss as a group how to embed features that are educative for teachers, so that the use of curriculum can lead to both student and teacher learning. Another critical goal of our curriculum work is to develop curriculum that explicitly aims to be responsive to student ideas and which includes instructional supports that give all students access to the mathematics through supporting students and teachers in having authentic mathematical discussions. In the presentation, participants will learn how those supports have been embedded within our curriculum through the use of instructional routines. Our assumption in the design of our curriculum work: It is possible for all students to learn, given appropriate support. Presented by David Wees

Hosted by: Paula Torres

Watch the full presentation at: www.bigmarker.com/GlobalMathDept/Designing-Curriculum-That-Treats-Students-as-Sense-Makers

Sign up for the Global Math Department Newsletter at: globalmathdepartment.org

Presented on August 21, 2018

Making Math Moments That Matter

Making Math Moments That Matter

Wondering how to create a classroom culture where students don’t want to stop exploring mathematics when the bell rings? Get introduced to our 3-part framework for building easy to plan and fun to deliver lessons that kids will not only love, but also learn from! Learn how you can help meet the needs of all learners regardless of student readiness. Presented by Jon Orr and Kyle Pearce.

Hosted by: Paula Torres

Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Making-Math-Moments-That-Matter

Sign up for the Global Math Department Newsletter at: globalmathdepartment.org

Presented on August 14, 2018

TMC18 – My Favorites

TMC18 – My Favorites

Recaps from Twitter Math Camp, 2018 Edition! Speakers will share some of their favorite moments from TMC2018. Presented by Megan Arnold, Jodie Bailey, Jason Kissel and Molly Rawding.

Hosted by: Leigh Nataro

Watch the full presentation at:https://www.bigmarker.com/GlobalMathDept/Implementing-Effective-Mathematics-Teaching-Practices

Sign up for the Global Math Department Newsletter at: globalmathdepartment.org

Presented on August 7, 2018

 

The Global Math Department is Back for 2018-19







The Global Math Department is Back for 2018-19






Edited By Nate Goza  @thegozaway

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Online Professional Development Sessions

TMC18 – My Favorites
Presented by A Host TMCers

Recaps from Twitter Math Camp, 2018 Edition! Speakers will share some of their favorite moments from TMC2018.

To join this meeting when it starts at 9:00 PM (or register ahead of time) click here.

You can always check out past Global Math Department webinars. Click here for the archives or get the webinars in podcast form!

Welcome Back to the Global Math Newsletter!

Back to School with #ObserveMe
 

It’s that time when some teachers are counting down the single-digit days when students darken the door of the school building once again, I have been thinking about my own back-to-school ideas and traditions.  As an instructional coach, my start of school looks much different now-a-days.  This is the time of year when I plan my pitch to convince both new and returning teachers to let me come into their classrooms to observe, model, or co-teach a lesson. I am fully aware how uncomfortable this makes some teachers. I also know that not every school is fortunate to have some version of a math instructional coach.  That is why I was so excited when I saw this tweet from Matt Vaudrey:


 

Matt was responding to Jennifer Gonzalez’s tweet of this article that she wrote in 2013 called “Open Your Door: Why We Need to See Each Other Teach.”  Great post if you have not read it yet or if it’s been a while. Well this reminded Matt of an idea Robert Kaplinsky had written about here in 2016.  This whole idea started as a call to action where he challenged teachers to post a sign inviting other teachers into his/her classroom to observe certain things that he/she would want actionable feedback regarding. Then he/she would take a picture of the sign and post it to twitter using the hashtag #ObserveMe.  Well, if you search that hashtag you will quickly see how it has exploded into a fantastic movement.  And it’s not perfect. Some teachers were finding that other teachers were too nice or weren’t giving specific feedback. Others found that no one would even come observe. So Robert wrote this follow-up post about troubleshooting #ObserveMe.
 
So how about you? Do you have someone who can come into your classroom and give you non-evaluative feedback on your practice? Have you tried #ObserveMe?  Find me on twitter (@cutefoundbutton) to voice ideas, concerns, comments, or questions about being observed informally.

Written by Amber Thienel (@cutefoundbutton)

First Day Problems
 

Here are some things you could do on the first day of class:

  • Set up rules and regulations
  • Review number facts
  • Hand our rulers and calculators 

Or:

Begin to set up that amazing culture of math talk, of problem-solving, of collaboration, and most of all, of thinking.
 
I used to do “rules and regulations”, and then I realized I could do “first day problems”. There’s no going back. Begin “in media res” with mathematics, and reap the benefits.

Do you have a classic problem you use on the very first day of class to inspire thinking, reasoning, wondering, and play in mathematics?  Let’s get a collection going!
 
Respond on Twitter with your ideas for #FirstDayProblems and/or come see what others are sharing!
 

Written by Matthew Oldridge (@MatthewOldridge)

First Day, First Week / Old and New
 

I’ll be transitioning, after twelve years, from teaching middle to high school.  The words of advice I have received from the MTBoS are: keep my cool, remember they are still kids, keep the same high expectations (nothing magical happens during the summer between 8th and 9th grade {usually}).  Therefore I have been keen on reading posts to remind me of norms and values.  You may have seen Sara VanDerWerf’s post last year about first day / week activities.  I had the pleasure of meeting Sara at a #PCMIWeekend this past February and she assured me it was okay to present her ideas (even with her in the audience!).  The idea that resonated with me the most is NAME TENTS.  

My students were so engaged with this as their exit ticket, they continued to ask when they could do it again… I soon realized NOT to use this activity with all courses simultaneously, but to stagger them so I could keep my response rate up and then continued using them throughout the year.  Essentially, students can write about mathematics or otherwise, and you *the teacher* respond to each individual student.  This activity changed my classroom from an authoritarian environment to one of community. 
 
If the above is old news, this is even older!  Celebrating 30 years is the game 24! Invented in 1988, each double sided card has four single digit numbers, students are encouraged to use basic operations and all four of the numbers once to get the answer 24.  Not too old to have a twitter feed, the folks at 24 helped Chris Bolognese (aka @EulersNephew) clear up how cards are classified into their three tiers of difficulty with this possible 20 minute card:

Chris used this card as an opener to an @MathTeachCircle, I use 24 cards whenever a lesson goes unexpectedly short.  I ask students to think individually how to make 24 then they go to the white board to show their solutions.  Before showing the next card I always ask, “Does any one have a different way?”  This elicits many conversations/reviews of mathematical properties.
 

Enjoy your first weeks back!  Remember to enjoy the journey and have mathematical “fun.”
 

Written by Diana McClean (@teachMcClean)

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