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Which is better: a 16 ft. long jump or a 5 min. mile? Could a B in Honors Chemistry be better than an A- in French? What do grades actually mean? There are a couple of common responses to that question that compare and contrast with how we use grades. This webinar will use basic statistics to show how the assumptions we make when using grades to compare students between and even within classes may not be as straightforward or even as valid as we think. Prepare to question how final grades are made! Presented by Adam Yankay.
Watch the full presentation at:https://www.bigmarker.com/GlobalMathDept/The-UN-Meaning-of-Grades
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This presentation was recorded on April 11, 2017
Do you have technology in your math classroom? Are you interested in using it as more than a “digital worksheet” for “skill and drill” practice? Technology’s real power comes alive when it enables students to show their thinking to teachers, peers, and others. With technology, we can redefine what students produce to demonstrate their mathematical thinking. Join us to learn how to apply free tech tools in purposeful ways!
Wondering how your working definition of equity stacks up against others? Should we even be using the word “equity” anymore? This session will review the different definitions of equity our field has used over the past few decades and will offer a 4-dimension framework that can be used to assess one’s work on a daily basis. In addition, we’ll consider how that framework connects with our individual conceptions of “what is mathematics?” And, finally, we’ll connect these together to explore how our definitions of mathematics and our definitions of equity ultimately influence who excels in our classrooms. We’d love to hear your thoughts!
As increasing numbers of teachers, schools, and organizations talk about justice and/or equity in mathematics, it’s becoming increasingly clear that often, they mean very different things when they use these words. This session will explore several common conceptions of social justice in math along with their power and their limitations, and offer some complementary, less common conceptions. We’ll examine a few case studies of teachers’ efforts to bring some aspect of social justice into their classrooms, and consider what these cases teach us about what social justice can mean, and what teachers can do. Presented by Grace Chen.
We know that problem solving is an effective way for students to learn to think mathematically and to acquire deep knowledge and understanding of the mathematics they are learning. Simply problematizing the mathematics curriculum, however, does not help constitute the practice that teachers want or students need. Equally, infusion of problem-based learning into the mathematics curriculum does not help with the transformations we want to see in our classrooms. What we need are a set of tools that, along with good problems, can build thinking classrooms. In this presentation, Dr. Peter Liljedahl looks at a series of such tools, emerging from research, that can help to build an environment conducive to problem-based learning. He will unpack his research that has demonstrated that a problem-based learning environment and culture can quickly be established, even in classrooms where students resist change.
Empower students to advocate for their own learning by giving them choice in how they learn and demonstrate mastery. Gain ideas on how to break the mold of all students doing the same thing at the same time. See examples of how to restructure your classroom and resources to provide for this flexibility. Presented by Carla Diede.
This session will discuss how we designed our MPM2D course to better student learning through our version of personalization, engagement and standards based feedback. We will explain in detail our version of a more personal “flipped” classroom, a personalized factoring unit with multiple entry points and varied assessments, as well as a trigonometry unit in which we designed a Google Site to help students navigate through the material at their own pace. We will discuss how we designed and administered formative assessments in each of these units with a standards based framework. Finally, we will offer our perspective as well as student feedback on how these changes in our classroom influenced the attitude and learning of our students.