January 31, 2019

How Will We Know What They’re Thinking?

How Will We Know What They’re Thinking?

Presented by: Tracy Zager

Curiosity about students’ mathematical thinking is at the heart of effective and joyful mathematics teaching. There are four channels via which we can gather information about student thinking: we can look at student work and products, we can observe and listen to students while they work and talk, we can confer with students about their thinking, and we can ask students to reflect on their own learning and share their self-assessments with us. We’ll explore how to open these four channels strategically, so we can gather better, richer, more interesting information about our students and their thinking, even when using curricular materials that don’t prioritize formative assessment.

Hosted by: Jessica Bogie

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/How-Will-We-Know-What-They-re-Thinking

Presented on June 19, 2018

January 31, 2019

Building a Statewide Network of Strong Math Leaders

Building a Statewide Network of Strong Math Leaders

Presented by: April Pforts

Are you interested in learning how to leverage existing educational resources? Do you want to know how to use it to build capacity and sustainability? Everything we need to be powerful math leaders is available for free. In Iowa, our statewide math network has grown from essentially 0 to over 3,000 math educators in two short years. By utilizing different technology options, learning options, communities of learning around a targeted interests, knowledge of mathematics and pedagogy, we have grown a statewide network that will be able to continue to build strong math educators for years to come.

Hosted by: Paula Torres

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Building-a-Statewide-Network-of-Strong-Math-Leaders3-2018-06-12-09-00-pm

Presented on June 12, 2018

January 30, 2019

Fractions Forever – A Rational Approach (Part 2)

Fractions Forever – A Rational Approach (Part 2)

Presented by: Margie Pligge and Nancy Mueller

Don’t wait until your fraction unit to introduce fraction problems. We will use a framework to explore problems and number choices that help students make sense of fraction operations. Attendees will experience math talks, look at student work, and leave with specific grade level guidelines to teach fractions forever.

Note: The file size for this webinar was two large and has been split into two parts. This is part 2.

Hosted by: Paula Torres

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Fractions-Forever-A-Rational-Approach

Presented on January 29, 2019

January 30, 2019

Fractions Forever – A Rational Approach (Part 1)

Fractions Forever – A Rational Approach

Presented by: Margie Pligge and Nancy Mueller

Note: The file size for this webinar was two large and has been split into two parts. This is part 1.

Hosted by: Paula Torres

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Fractions-Forever-A-Rational-Approach

Presented on January 29, 2019

January 30, 2019

Building a Badging System: Let Your Students See Math In Action (Part 2)

Building a Badging System: Let Your Students See Math In Action (Part 2)

Presented by: Joel Bezaire

7th Grade teacher Joel Bezaire uses a collection of over 125 resources he’s gathered from around the web to let students see how math is used in a variety of contexts outside of a math classroom. In this Global Math session come hear how his system works, see some of the resources, see student work samples, and discuss together the ins-and-outs of making a system like this a success in your own classroom (As seen in 2018’s NCTM MTMS Blog on MyNCTM).

Note: The webinar recording was too large and was split into two files. This is part 2.

Hosted by: Sheila Orr

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Building-a-Badging-System-Let-Your-Students-See-Math-In-Action

Presented on January 22, 2019

January 30, 2019

Building a Badging System: Let Your Students See Math In Action (Part 1)

Building a Badging System: Let Your Students See Math In Action (Part 1)

Presented by: Joel Bezaire

Note: The webinar recording was too large and was split into two files. This is part 1.

Hosted by: Sheila Orr

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Building-a-Badging-System-Let-Your-Students-See-Math-In-Action

Presented on January 22, 2019

January 29, 2019

This Week at the Global Math Department

Edited By Chase Orton @mathgeek76

View this email in your browser

Forward

Online Professional Development Sessions

Fractions Forever — A Rational Aproach
Presented by Margie Pligge and Nancy Mueller

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

Did you miss last week’s webinar? Click here to watch “Building a Badging System: Let Your Students See Math In Action.”

The #MTBoS Never Sleeps

Drop Everything and Math

I saw this tweet from my friend Alecia Ford (@AleciaHiggFord) talking about how Madison Knowe (@knowemath) had a list of questions in her classroom and the last question was “What would the math equivalent of drop everything and read time look like?”

This has been a question on my mind a lot this year as we implemented “silent sustained reading” (SSR) time in my school. I was a little jealous and have been considering ways that we could potentially help students have this same relationship with math. So I posed the question back to Alecia. This was her response:

Then Madison weighed in with the ways she has been trying to incorporate it more in her own classroom with this tweet:

I love the idea of a “math play toolbox” and having games and puzzles as well as math books. And then Joel (@joelbezaire) offered up a newsletter from Kent Haines (@KentHaines) and a few games (Cat Stack and Manifolds) to pick up as a starting point.

How about y’all? What strategies have you tried to be able to have “drop everything and math” time as part of your school day? How do your students respond to this idea?

Amber Thienel
@amberthienel

[Editor’s Note: If you want to read more on the phrase “drop everything and math,” check out this Tracy Zager’s (@TracyZager) post.]

A New Form of Flashcards

Tired of traditional flashcards? Me too! That’s why I was excited to see Berkeley Everett’s (@BerkeleyEverett) Math Flips resource. Rather than having a question on one side and the solution on the other like a traditional flashcard, Math Flips have an exercise on one side and a related exercise example on the other. For example:

Berkeley’s purpose for this is to promote relational understanding rather than answer-getting. I love this progression of questions:

He credits other math educators including Chrissy Newell, who created a number talk with two related problems and the question sequence “How many? How do you know?” and “How many NOW? How do you know?”, Annie Fetter and Joe Schwartz, who say “Ask about ideas, not answers,” and the amazing number sense routines shared by Steve Wyborney (www.stevewyborney.com). He invites YOU to send ideas/feedback to Berkeley (email or Twitter) or make your own.

Berkeley has many downloadable flashcards. Try them out and let us know what you think.

Howie Hua
@howie_hua

Visit our Website

Copyright © 2019 Global Math Department, All rights reserved.
“Thanks for opting in to receive the weekly newsletter from the Global Math Department.”

Our mailing address is:

Global Math Department

The Internet

Clarks Summit, PA 18411

Add us to your address book

unsubscribe from this list update subscription preferences

January 23, 2019

This Week at the Global Math Department

Edited By Casey McCormick @cmmteach

View this email in your browser

Forward

Online Professional Development Sessions

Building a Badging System: Let Your Students See Math In Action
Presented by Joel Bezaire

Seventh Grade teacher Joel Bezaire uses a collection of over 125 resources he’s gathered from around the web to let students see how math is used in a variety of contexts outside of a math classroom. In this Global Math session come hear how his system works, see some of the resources, see student work samples, and discuss together the ins-and-outs of making a system like this a success in your own classroom (As seen in 2018’s NCTM MTMS Blog on MyNCTM).

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

Last week Shannon Kiebler presented the webinar, Fostering the Equitable Math Talk Community. If you missed it, make sure to catch the recording! Don’t forget – recordings for all previously held webinars can be found here.

The #MTBoS Never Sleeps

Numberphile and “The Klein Bottle Guy”

I’m positive that many of you are familiar with the videos that Numberphile have produced about mathematics. If you’re not, you should stop their website https://www.numberphile.com/or YouTube channel https://www.youtube.com/user/numberphile to check them out. Here are three of my favourites:

The Square-Sum Problem with Matt Parker
The Scientific Way to Cut a Cake with Alex Bellos
The Fold and Cut Theorem with Katie Steckles

Numberphile is produced by video journalist Brady Haran and features mathematicians describing some really interesting mathematics in an entertaining and easy to understand way. They recently started a podcast, and their newest episode features an interview with the “Klein Bottle Guy” Cliff Stoll, an astronomer, author and educator.

Michael Jacobs tweeted that “This @numberphile podcast with Cliff Stoll is a must listen for any teacher. What struck me is the massive impact (positive or negative) we can have on our students by the way in which we respond to their curious questions.” I couldn’t agree more with Michael. Cliff describes the powerful and profound impact that teachers and mentors in his early years had in shaping his career and educational trajectory. He described tracking down his eighth grade math teacher, fifty some years after being her student, to let her know how thankful he was that she took his questions seriously and fostered his curiosity. Cliff’s stories highlighted for me the important role that teachers have in the lives of their students and how teachers’ words and attitudes have consequences far beyond the walls of their classrooms.

This message is especially poignant this weekend as my Twitter feed is filled with descriptions of students on a school trip to Washington, DC behaving in racist, ignorant and disrespectful ways, seemingly within sight of their teachers. Teachers have an important role in naming, addressing and countering these racist attitudes.

Written by Erick Lee (@TheErickLee)

Once a Teacher, Always a Teacher

When I first entered the world of Twitter, Jenise Sexton was one of my first follows. I knew of her math contributions as a state curriculum writer, and as a follower of her blog, learned of her impressive career. With only fourteen years in the profession, she has taught at the elementary and middle school levels, been a team leader, and has been in a coaching capacity at the site and district levels. It was evident to me that Jenise is a natural teacher who believes that teaching is at the center of getting better at mathematics, because twice, she chose to leave her coaching position to reenter the classroom to give her more insight.

When I finally met her in person at TMC17 in Atlanta, I was not surprised that she not once spoke of her many accomplishments, contributions, or speaking engagements, but only of the teaching and learning of mathematics, and the elevation of the profession.

Now coaching at the district level, her latest blog is unsurprisingly entitled A Case For Teacher Envy. In it, she speaks of her teachers who are just hitting the ball out of the park for their students. She specifically highlights eighth grade educator @tenaciousXpert, whose photos below give a hint of her practice.

Her room is divided into four quadrants, reinforcing vocabulary, and she methodically creates natural opportunities for students to build their math intuition.

I suspect this educator, like Jenise, sets high expectations of students, often motivating students to continue to work out the math long after class has ceased. I encourage you to read this blog and follow both educators if you haven’t already. Surely, there is much more to come from both.

Written by Marian Dingle (@DingleTeach)

I Don’t Give Two S**** if They are Real-World

Fawn took a Would You Rather math challenge (with context) and created a similar math challenge stripping the context. She then conducted a survey and blogged about it in Jelly Beans or No Jelly Beans.

She surveyed her students, Twitter, and even her own children about which math challenge they’d rather tackle. There’s a 50% chance the results of the survey will surprise you and there’s a 50% chance it won’t surprise you. However, you can be 100% certain Fawn’s choice and reasoning are insightful, entertaining, and heartfelt because she doesn’t “give two shits if they are real-world”. Click here to enjoy Fawn describe the beauty she finds in mathematics.

Written by Andrew Stadel (@mr_stadel)

Visit our Website

Our mailing address is:

Global Math Department

The Internet

Clarks Summit, PA 18411

Add us to your address book

unsubscribe from this list update subscription preferences

January 21, 2019

What does the latest research say about growth mindset?

What does the latest research say about growth mindset?

Presented by: Michael Pershan

Growth mindset is an active area of research, and new results and tests of the theory are constantly coming in. Come to this webinar to learn some highlights of this research, including some new controversies and subtleties. Here are some of the questions we’ll discuss: Do adults grow new neurons? How much of an impact do growth mindset interventions have? And, most importantly, what is the relationship between growth mindset interventions and teaching math for a growth mindset? You’ll leave this webinar with new questions about how mindset impacts teaching.

Hosted by: Jessica Bogie

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Understanding-Fractions-Decimals-Percent-Visual-Teaching-Strategies

Presented on June 5, 2018

January 21, 2019

Understanding Fractions, Decimals and Percentages: Visual Teaching Strategies

Understanding Fractions, Decimals and Percentages: Visual Teaching Strategies

Presented by: Christine Lenghaus

For students to develop a deep understanding of mathematics and link big ideas, they need multiple representations of concepts and skills to make sense of what they are learning. Traditional maths teaching methods are heavily based on testing memory – rote or procedure, rather than understanding, resulting in students who don’t get a concept and are unable to keep up with their peer group. The Teaching Visual Strategies to Students to Enhance Understanding of Fractions, Decimals and Percentages workshop provides a systematic process and variety of visual strategies, focusing on matching visual and symbolic representations, which is the way any language is learned.

Hosted by: Leigh Nataro

Note: Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Understanding-Fractions-Decimals-Percent-Visual-Teaching-Strategies

Presented on May 15, 2018