Moving to SBG (Part 2)

Moving to SBG (Part 2)

Presented by: Farica Erwin

In my journey to make my grading policies match my teaching philosophy, I found Standards Based Grading. Six years of some trial and error, I now have a policy that works for my classroom. Join to learn about how to incorporate SBG, what worked, what didn’t work, how it affects homework policy, and how to still use a traditional online grade book.

Hosted by: Rana Hafiz

Special Note:  Due to the size of this file, this is part 2 of 2.

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Moving-to-SBG

Presented on September 10, 2019

 

Moving to SBG (Part 1)

Moving to SBG

Presented by: Farica Erwin

In my journey to make my grading policies match my teaching philosophy, I found Standards Based Grading. Six years of some trial and error, I now have a policy that works for my classroom. Join to learn about how to incorporate SBG, what worked, what didn’t work, how it affects homework policy, and how to still use a traditional online grade book.

Hosted by: Rana Hafiz

Special Note:  Due to the size of this file, this is part 1 of 2.

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Moving-to-SBG

Presented on September 10, 2019

This Week at The Global Math Department

Edited By Casey McCormick  @cmmteach
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Online Professional Development Sessions

Tonight!

Moving to SBG

Presented by  Farica Erwin

In my journey to make my grading policies match my teaching philosophy, I found Standards Based Grading. Six years of some trial and error, I now have a policy that works for my classroom. Join to learn about how to incorporate SBG, what worked, what didn’t work, how it affects homework policy, and how to still use a traditional online grade book.

To join us at 9:00 PM EST for this webinar click here!

Next Week

ELL Strategies for a Regular High School Math Classroom

Presented by  Jennifer Thomas and Kari Ferguson

Students need more literacy support in a math classroom due to different language levels, math abilities, and global perspectives. Through examining practice, teachers can focus on their formatting to ensure they are best supporting students.

Register ahead of time by clicking here!

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

From the World of Math Ed

Welcome to Palindrome Week

This past week, the number in the calendar if written in American numerical format, can be read the same both forwards and backwards. While we all love to celebrate pi day (either 3/14 or 22/7, depending on your calendar format), Palindrome Week offered math teachers everywhere the opportunity to look for patterns in numbers.  In American numerical format, we have been able to celebrate Palindrome Week every year since 2011, but we won’t have another one until 2021. Can you figure out which week will be the next #PalindromeWeek?

If #PalindromeWeek didn’t set your little pattern recognizing heart a puttering, then quite possibly the probability of a Friday the 13th also being a night with a full moon could. It’s been 19 years since the last full moon on a Friday the 13th (although the moon will not be fully illuminated until 12:30am, on September 14th). This month’s full moon has been called a Harvest Moon, an agricultural term used to describe the moon closest to the autumnal equinox used to indicate a time when farmers and enslaved persons used the moon to harvest crops of the season. The last time a Harvest Moon fell on a Friday the 13th was in 1935, and the next intersection of these two conditions will not occur until 2171.

____________

There’s a new chat in the #MTBoS world on Tuesday nights at 8PM EST. The #GhostsInTheSchoolyard chat is helping members of our community come together as they read the book Ghosts In The Schoolyard, by Eve Ewing. The chat is being moderated by Tyrone Martinez-Black (@teachnext_tmb), Marian Dingle (@DingleTeach), & Kelly Wickham Hurst (@mochamomma), as they lead us through a conversation on the intersection of racism, segregation, and education in Chicago’s South Side. With @NCTM preparing for its centennial celebration of its annual meeting in Chicago in April of 2020, this book chat allows educators to learn and unlearn some of the history of Chicago, and develop place consciousness before attending this event. When you go to a math conference, do you take time to learn the history of the land that you stand on and who stood there before you?

This week, Robert Kaplinsky (@robertkaplinsky) wrote a blog about how he is beginning to recognize systemic racism and white privilege in his life and work through his participation in the #CleartheAir chat moderated by Val Brown (@ValeriaBrownEdu). In his blog he writes, “If you’re a long time reader of my blog, you might be wondering why I’m talking about systemic racism and not just sticking to math. The reality is that the more I learn about how common injustices are, the more I realize that I cannot sit back and do nothing.” It is also important to realize that as mathematics educators, our course content is not apolitical or unbiased. Take a look at the ORC data of Calculus enrollment of schools and districts in your area for just one example of how systemic racism and mathematics overlap.

Written by Lauren Baucom, @LBmathemagician

Not everyone is equally gifted in mathematics.
But there are reasons to teach like everyone could be.

Dan Finkel (@MathforLove), posted what would seem from the outset to be an against-the-grain commentary on the role of growth mindset in mathematics classrooms. His own comment on the tweet in which he posted the link displayed a great intention on being perceived in the right way.

 

 There’s a lot I love about the post and some things that challenge my current thinking, which is another thing I love about the post. Dan’s comment that “For it to be more than an empty platitude, or a blatant falsehood, we have to be precise” spoke to my condition in a profound way. I think in a similar way to how we support our students to make sense of complex ideas, we need to help the teachers we work alongside with to know what is meant by the messages we send about growth mindset.

 Something that challenged my thinking was that Dan’s post left me with a feeling that some students will just not fall in love with mathematics. Like a Netflix show I recommend to a friend who doesn’t get past the second episode, I can’t help feeling that, if students would just persist with mathematics, they’d see the beauty I see. I wonder if there’s anything wrong with thinking that.

Some handy tips from the Desmos team

Christopher Danielson (@Trianglemancsd), with the help of Sean Sweeney (@SweenWSweens), put together a great post on the Des-blog about a few moves for teachers using the Graphing Calculator and Activity Builder.

The Estimation 180 Podcast is back!

Creator of estimation180.com, Andrew Stadel (@mr_stadel), is back with a brand new episode for the start of the school year kicking off the second season of the Estimation 180 Podcast. In this episode, Andrew talks about his favourite question to gauge student number sense. What I love about the podcast is that the episodes are only twenty minutes long, in which he’s able to succinctly give some extremely valuable insight into asking better questions. His latest episode also features the stars of the show, Annie and Patrick – the Math Minions.

Written by John Rowe, @MrJohnRowe

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This Week at the Global Math Department

Edited By Nate Goza  @thegozaway
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Online Professional Development Sessions

Tonight!

Catalysing a Culture of Curiosity in Mathematics

Presented by John Rowe

Doing mathematics is an amazing way to truly harness the curiosity we naturally bring to things that capture our attention. We play with ideas to explore our intuition and attempt to reason the way the world works. We create models that tell stories of patterns and relationships between what we can see and what we cannot, between what we understand and what we do not.

Teachers can be a catalyst for creating a culture of curiosity in mathematics, serving as a model for working mathematically conducive to learning experiences where students are captivated by the beauty of mathematics.

This webinar will provide participants with examples of how we might foster a classroom culture where students ask more questions than their teacher and where learning is a process of reflection, sharing the insights made and resolutions reached.

To join us at 9:00 PM EST for this webinar click here!

Next Week

Building Visual Patterns Into Your Warmup Routine

Presented by Fawn Nguyen

Calling all teachers (grades 1 through 12+) who are new to visual patterns! I’d love to share with you how I use visual patterns as one of my warmup routines. I’ll share key questions to ask students, helpful structures to build algebraic reasoning, and ways to kick it up a few notches once your students are familiar with working with patterns. With faithful implementation, using visual patterns provides a powerful tool to build confidence and flexibility in writing equations.

Register ahead of time by clicking here!

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

From the World of Math Ed

Readings for Pleasure

One of the symptoms of beginning the school year is that I sometimes find myself with less time or energy to read or study mathematics purely for pleasure. It’s a shame, really, because one of the sources from which I draw strength and joy in teaching mathematics is the joy I feel when I do mathematics for its own sake either at home or in community with others.

Instead of sharing resources dealing directly with the classroom this week, I’ll shout out a few longer-form resources and recent articles about STEM, which can be read with students or read simply for fun. Maybe you will find some of these articles enticing or, at least, a respite from the demands and excitement of the new school year.

Quanta Magazine

If you haven’t already, spend some time seeing if you enjoy the articles in Quanta Magazine. The publication dives into current science and math research in an accessible way through what they describe as “public service journalism.” Just as many math educators strive to spread the message that everyone is a math person, Quanta approaches math and science journalism with a similar lens: that all readers are STEM people capable of accessing the forefronts of the field in meaningful ways.

Dr. Chanda Prescod-Weinstein (@IBJIYONGI) teaches us about Ann Nelson, a theoretical particle physicist who passed away last month and who fought against misogyny and racism in the scientific profession.

Kevin Hartnett (@KSHartnett), in A Mathematical Model Unlocks the Secrets of Vision, helps us understand how mathematics can be used to explain how our brains create images of the world despite receiving very little actual information from our visual system.

Erica Klarreich (@EricaKlarreich), in Decades-Old Computer Science Conjecture Solved in Two Pages, breaks down a proof about the structure of computer circuits using analogies and beautifully crafted diagrams.

Symmetry Magazine

Symmetry Magazine is about particle physics with links to outside resources but also many articles of its own. I only learned about the magazine recently through the article Channeling Shuri as a physicist at Wakandacon, which talks about Wakandacon, a 3-day Afro-Futuristic celebration that took place in Chicago last July.

AMS Blogs

The American Mathematical Society website hosts a diverse body of blogs about mathematics and the mathematics profession. I have recently enjoyed reading entries from inclusion/exclusion, a blog about underrepresented groups in mathematics. In particular, read Decolonize Academia #KūKiaʻiMauna, which takes up the Thirty Meter Telescope (TMT) project planned on Mauna Kea and which challenges readers to think about ones research as also impacting the world outside the explicit inquiry of the researcher.

The passion we feel for the math and science we teach is one way in which we continue to push ourselves as educators, but that passion must be nourished and sustained. Whatever you do to sustain your passion—whether it’s doing math on your own, with adults, or with your students—just make sure that passion drives you to love your students for who they are, regardless of whether they share your same love for the field.

Melvin Peralta
@melvinmperalta

Problems of Practice

As researchers, we spend a lot of time with experienced secondary math teachers thinking about, well, math teaching. In the context of a larger study, we’ve been looking at conversations with small groups of teachers where they reflect on their practice with the help of video and audio from one of their recent lessons. We’ve discovered that these conversations are full of rich problems of practice –– questions and concerns that these experienced teachers grapple with in their everyday work. Across the groups, it became clear that many teachers faced similar problems, despite teaching in different schools and having varied backgrounds. Here are some of the challenges they are facing in their classrooms (out of 33 conversations with 15 different experienced math  teachers):

This chart shows the top six most commonly surfaced problems of practice in the context of these conversations. Across these discussions, there were 1,331 instances where teachers or facilitators problematized the practice of teaching. Of these instances, teachers wondered about setting up effective group work 193 times, making this particular problem of practice the most frequently named. Clearly, facilitating group work is incredibly complex, dynamic, and challenging. The second most frequent issue involved preserving instruction to the intended lesson goals. The prevalence of this challenge indicates how hard it is to make decisions that preserve the intent of instruction in the realities of the classroom. Although it did not make the top five, we found it noteworthy that the question  ‘How do I manage the constraints and demands of being a teacher’, came in sixth place. This suggests that what teachers are able to do does not entirely depend on them: teaching goes far beyond the classroom and into navigating a complicated world.

The entire process of cataloging problems of practice, as well as the sheer number that we found, indicates that even the most experienced of teachers face a multitude of challenges over the course of their days in planning, implementation, and in-the-moment decision making.

As the new school year begins, what problems of practice are you facing? What are you discussing with colleagues as you head back to school?

Ilana Horn (@ilana_horn)
Jessica Moses
Patricia Buenrostro
Samantha Marshall (@sammieamarshall)
Vanderbilt University

* All teachers had at least 5 years experience and were a part of a professional development program.

Back to Work

It’s back to school time for educators in Ontario, Canada and this long weekend I am looking ahead and accepting what promises to be an adventurous school year. Teacher contracts expired yesterday, and provincial leaders continue to undermine public education; yet I know many educators who are preparing to return to classrooms and supporting roles not with trepidation but a renewed commitment to better serve students and their communities.

In her closing keynote for the Virtual Conference on Humanizing Mathematics (#VConHM) hosted by Sameer Shah (@SamJShah2) and myself, Dr. Rochelle Gutiérrez offers her insightful thoughts on rehumanizing mathematics and invites us to take stock of our praxis with the following reflexive questions:

  1. In mathematics, what feels dehumanizing to my students?
  2. In mathematics, what feels dehumanizing to me, other teachers, or families/communities?
  3. What might feel more rehumanizing?
  4. Who can help me rehumanize this space?

Let it be known this is not entry-level Equity 101 Work. This Work requires continual reading, processing, collaborating and most importantly dialogue with critical thought partners to push through cognitive dissonance.

Upcoming this week is a new chat #GhostsInTheSchoolyard led by @DingleTeach@MochaMomma, and @TeachNext_TMB to prepare #MTBoS for the Centennial Annual Exposition and Meeting of NCTM in Chicago in April of 2020. Please check out Marian’s latest blog post, Mathematical Ghosts.

By the time you read these words, Ontario educators will be almost halfway through the first day of the 2019-2020 scholastic year and in Dr. Gutiérrez’s words,

“I am hopeful about where we are as a field in being willing to acknowledge the violence that is regularly perpetuated (knowingly and unknowingly) against students, teachers, faculty, and members of society through mathematical practices, policies, and structures.” 

Wishing you a scholastic year of discomfort, unlearning, and relearning.

Hema
@HKhodai

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This Week at the Global Math Department

Note: This newsletter is a few weeks old and was sent to subscribers on August 13, 2019.

Edited By Nate Goza  @thegozaway
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PART 2: How Might Our Beliefs Impact Our Identity as Mathematics Educators?

Presented by Megan Holmstrom and Ryan Grady

As we engage in professional development with teachers mathematics teaching & learning, we have found that asking three questions is a crucial place to begin the work with any group. As you think about the teaching and learning teams you are a part of, consider these three questions:

  1. Who are we?
  2. Why are we doing this?
  3. Why are we doing this, this way?

Further, NCTM’s Guiding Principles for School Mathematics states that, “Professionalism [exists] in an excellent mathematics program, [when] educators hold themselves and their colleagues accountable for the mathematical success of every student and for their personal and collective professional growth toward effective teaching and learning of mathematics” (Principles to Actions p.5 – NCTM 2014). How are we holding our collective accountability in shared professional growth?

Please note: this is Part 2, consider reviewing our conversation from June 18 as front-loading for this chat.

To join us at 9:00 PM EST for this webinar click here!

Next Week

Observational Feedback that Sticks: Google and Extensions that Create Actionable Feedback

Presenters:  Brandi Simpson & Brooke Lucio

Based on the work of Chip and Dan Heath, authors of Teaching That Sticks, this session will demonstrate how observational feedback can “find the core” to develop a productive coaching relationship. We will share our protocols and system for providing feedback that integrates AutoCrat and the Google Suite. Participants will walk away with the skills to design and customize feedback tools to meet their needs at any level.

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

Welcome Back!

The Virtual Conference on Humanizing Mathematics

Last summer, Sameer Shah (@SamJShah2) hosted a Virtual Conference on Mathematical Flavors featuring blog posts from educators who shared their everyday practices that shaped students’ understanding of mathematics. This summer, he invited me to collaborate with him and I accepted the incredible opportunity to create a space for critical engagement and reflection on a theme that has been central to my learning this year; belonging. Our initial conversation revealed a mutual interest in the doing of mathematics as a human endeavor, mathematical identity, belonging in mathematics education spaces, and the rehumanizing of mathematics.

We offer to you for the month of August, the Virtual Conference on Humanizing Mathematics featuring keynote bloggers who are addressing the prompt(s):

How do you highlight that the doing of mathematics is a human endeavor?

How do you express your identity as a doer of mathematics to, and share your “why” for doing mathematics with, kids?

#MTBoS contributors from K-16 are also participating by responding to weekly mini-questions and sharing their mathematical experiences, mathematical identities, and reflecting on what scholarly terms (like ‘mathematics for human flourishing’ and ‘re-humanizing mathematics’) have to come mean in their practice.

Click on the image below to introduce our topic for Week 4 of the conference:

Readers of the first edition of this school year’s GMD Newsletter are the first to know that we are honored to host Dr. Rochelle Guttiérez as our closing keynote blogger on Thursday, August 29, 2019.

We whole-heartedly invite you to visit the virtual convention center and learn with us.

Written by Hema Khodai (@HKhodai)

Getting Specific About Equity and Humanizing Mathematics

I’d like to highlight what I see as a burgeoning trend in many parts of the math edutwittersphere. Roughly, this trend involves ideas like equity, humanizing mathematics, critical theory, and power and identity. This trend seems to be distinct from other topics in math ed like cognitive science and mindset research but still closely connected, and I’ve noticed at least three general types of activities surrounding this idea of equity, humanizing mathematics, and applying a critical lens:

  1. Spread, Reflect, Critique: Calling out others and ourselves to attend more fully to the work of unlearning, self-reflection, and critique.
  2. Research: Collecting, analyzing, and reporting qualitative data on moves and practices that support this work.
  3. Specification: Being specific about the ways we operationalize ideas about equity and humanizing mathematics.

Item 3 might be the toughest to do well but it’s also vital for us if we want to move forward as a math ed community. Thankfully, the Virtual Conference on Humanizing Mathematics represents one of several ways we as math educators are helping each other put our ideas about equity and humanizing mathematics into practice. The specific blog posts and Twitter threads can be found at the convention center, and instructions for submitting a contribution can be found here.

One Twitter thread caught my eye. It was by Jimmy Pai (@PaiMath), who went through every single contribution from week one and gave thoughtful, reflective comments on each one.

His feedback highlights the kind of conversations and exchange that can occur when we talk at all levels of grain size, from the critical-analogical-macroscopic reflections of Marian (@DingleTeach) and Hema’s (@HKhodai) keynote address to Chris’s (@cluzniak) share of #DebateMath and journals.

Besides the virtual conference, @JessicaTilli1 asked folx: “If you could conduct interviews for a middle school math teaching position, what are some questions you would ask?”. This triggered a host of responses, many in the realm of equity, humanizing math, and critical theory. I’ll end by highlighting just a few:

Written by Melvin Peralta (@melvinmperalta)

Great Prompts from Summer

I love when a good prompt catches fire on Twitter. The result is a mile long thread full of ideas, strategies, advice, etc that’s just loaded with goodness. Do these things have a name?  (I feel like they need a name!)  Below I’ve shared a few of these loaded threads.  Click on the image of the tweet to take you to the thread and get scrolling!

As we start the new year it’s always good to have some norms:

Math is beautiful.  Check out this collection of “mathematical mindfulls”:

If you’re new to the profession there’s an embarrassment of riches here. Going into my 15th year next week there’s plenty I need to hear too!

For everyone who finished their reading lists this summer (I’m joking, right?), Ibram X. Kendi’s book “How to Be an Antiracist” comes out today and inspired this:

When you find amazing threads like this #pushsend and chime in, and/or retweet so the rest of us don’t miss all the goodness!  Happy Back to School Everybody!

Written by Nate Goza (@thegozaway)

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Building Visual Patterns Into Your Warmup Routine

Building Visual Patterns Into Your Warmup Routine

Special Note: The audio is a bit rough for the first 10 seconds or so due to recording issues with our hosting platform.

Presented by: Fawn Nguyen

Calling all teachers (grades 1 through 12+) who are new to visual patterns! I’d love to share with you how I use visual patterns as one of my warmup routines. I’ll share key questions to ask students, helpful structures to build algebraic reasoning, and ways to kick it up a few notches once your students are familiar with working with patterns. With faithful implementation, using visual patterns provides a powerful tool to build confidence and flexibility in writing equations.

Hosted by: Sheila Orr

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Building-Visual-Patterns-Into-Your-Warmup-Routine

Presented on September 10, 2019

Catalysing a Culture of Curiosity in Mathematics

Catalysing a Culture of Curiosity in Mathematics

Presented by: John Rowe

Doing mathematics is an amazing way to truly harness the curiosity we naturally bring to things that capture our attention. We play with ideas to explore our intuition and attempt to reason the way the world works. We create models that tell stories of patterns and relationships between what we can see and what we cannot, between what we understand and what we do not.

Teachers can be a catalyst for creating a culture of curiosity in mathematics, serving as a model for working mathematically conducive to learning experiences where students are captivated by the beauty of mathematics.

This webinar will provide participants with examples of how we might foster a classroom culture where students ask more questions than their teacher and where learning is a process of reflection, sharing the insights made and resolutions reached.

Hosted by: Leigh Nataro

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Catalysing-a-Culture-of-Curiosity-in-Mathematics

Presented on September 3, 2019

Thinking About Your Thinking: Writing + Math

Thinking About Your Thinking: Writing + Math

Presented by: Cindy Reagan

Journals, self-evaluations, writing prompts, reflections, and written goals helped improve my students’ critical thinking skills, metacognition, self-awareness, and engagement. I’ll share strategies and examples – and I’d love to discuss how to help you start, or grow, this process in your class.

Hosted by: Leigh Nataro

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Thinking-About-Your-Thinking-Writing-Math

Presented on August 27, 2019

Observational Feedback that Sticks: Google and Extensions that Create Actionable Feedback

Observational Feedback that Sticks: Google and Extensions that Create Actionable Feedback

Presented by: Brandi Simpson & Brooke Lucio

Based on the work of Chip and Dan Heath, authors of Teaching That Sticks, this session will demonstrate how observational feedback can “find the core” to develop a productive coaching relationship. We will share our protocols and system for providing feedback that integrates AutoCrat and the Google Suite. Participants will walk away with the skills to design and customize feedback tools to meet their needs at any level.

Hosted by: Jessica Bogie

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Observational-Feedback-that-Sticks-Google-and-Extensions-that-Create-Actionable-Feedback

Presented on August 20, 2019

How Might Our Beliefs Impact Our Identity as Mathematics Educators? (Part 2: Second Half)

How Might Our Beliefs Impact Our Identity as Mathematics Educators? (Part 2)

Note: This is the second half of this webinar.

Presented by: Megan Holmstrom and Ryan Grady

As we engage in professional development with teachers mathematics teaching & learning, we have found that asking three questions is a crucial place to begin the work with any group. As you think about the teaching and learning teams you are a part of, consider these three questions:
Who are we?
Why are we doing this?
Why are we doing this, this way?
Further, NCTM’s Guiding Principles for School Mathematics states that, “Professionalism [exists] in an excellent mathematics program, [when] educators hold themselves and their colleagues accountable for the mathematical success of every student and for their personal and collective professional growth toward effective teaching and learning of mathematics” (Principles to Actions p.5 – NCTM 2014). How are we holding our collective accountability in shared professional growth?
Join us for the continuation of our June discussion and engagement around job-embedded professional learning across PreK-G12 mathematics!
Please note: this is Part 2, consider reviewing our conversation from June 18 as front-loading for our August chat.

Hosted by: Sheila Orr

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/PART-2-How-Might-Our-Beliefs-Impact-Our-Identity-as-Mathematics-Educators

Presented on August 13, 2019