Promoting Access, Equity, and Understanding at Global Math Department

Promoting Access, Equity, and Understanding at Global Math Department

Edited By Brian Bushart @bstockus

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Online Professional Development Sessions

A Discourse Framework that Promotes Access, Equity, and Understanding
Presented by Dr. Roni Ellington

Dr. Ellington is the founder of the Transforming STEM network, where she helps schools, school districts, and nonprofit organizations develop, implement, and evaluate innovative mathematics and STEM programs that promote diversity and inclusion in STEM.

To join the meeting when it starts at 9pm Eastern (or RSVP if it’s before 9pm), click here.

Last week at Global Math, Bowen Kerins gave us a peek behind the mathematical curtain of game shows.

Check out the recording here.

And now for more good stuff…

Summer Planning

Down in the Peach State, we have the pleasure of getting out of school before Memorial Day (sorry to those of you still fighting the good fight). Couple that with the benefits of working at a Title 1 school, you have summer planning. How can we increase collaboration?  What activities will be most effective for our students?

Can you guess what created the most heated and extended conversation? Warm ups! I wish I’d seen Fawn’s post about warm ups when we were meeting. In this post Fawn shares how she makes warm ups meaningful and extends beyond the usual skill practice. She has the luxury of using Google Classroom, but this approach could be used with any learning management system.

I’m definitely adding this to my must-try list for next school year, as well as extending my use of notice and wonder taking suggestions from here.

Written by Jenise Sexton (@MrsJeniseSexton)

Projectile Project by Kim R

I continue to be fascinated at the learning potential of creating digital things so that they behave a certain way. @mathhombre shared this tumblr post by, as near as I can tell, “Smoot”. Or gingercatsneeze, not sure. Simply fascinating read about how animating an object under force lead the animator to understand force on another level. There couldn’t be a more delightful merging of art and science.

Which leads me to coding, currently on my summer learning list, specifically how to incorporate it into my classes, and this article by Idit Harel (@idit). Which at first I thought would discourage me but actually did the opposite – it made me feel that I was on the right track.

Finally, this post by José Picardo is about a study done by West Point about the impact of technology in student learning, which concludes that it has either no impact or a negative one – IF – done without purposeful guidance by a teacher. No surprise there. What I liked most about the article was the way he uses analogies of language fluency acquisition to using edtech to its potential. Typos notwithstanding, it’s a superbly well-written and finely layered piece.

Written by Audrey McLaren (@a_mcsquared)

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