Welcome to ITP 524:

Secondary Math Methods

Class 1: Wednesday October 2

Make a nametag for yourself with your pronouns

AND prime number and/or math symbol.

Agenda

1. Welcome!
2. Introductions
3. What is a Methods Course?
4. Break
5. Intro to Digital Math Journal
6. Intro to Equitable Math Instruction Project Part 1

Learning Objectives

Teachers will …

1. Identify central components of our course
2. Develop (or reinforce) an understanding of student assets

Course Standards

Teachers will …

1. Expand your mathematical understanding, your views regarding the nature of mathematics and mathematical activity
2. Recognize and appreciate the value of collaboration through your interactions in the course and begin to see yourself as part of a larger community of mathematics educators who are involved in creating learning environments for students that emphasize thinking, reasoning, problem solving, and the communication of mathematical ideas.

Introductions

4:50 - 5:30pm

Introductions

Please share (2 mins per person):

• Your preferred name and pronouns
• What grade level(s) OR math courses you want to teach
• What brought you to (math) education
• What you do to keep yourself healthy and happy
• What you fearful/anxious and interested about related to teaching
• What you are most excited about related to teaching
• What you are feeling about our methods course

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What is a Methods Course?

5:30 - 6:20pm

What is a methods course?

Get a piece of paper and pencil, then spend 3 minutes of independent think time writing your response to

"What is a methods course?"

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Select 1 idea to share with our whole class

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What is a methods course?

Central features of our instruction:

1. Shared ownership and responsibility of this space and class activities (which may feel uncomfortable at times)
2. Multiple types of group work and assignments
3. Experiential learning through problem solving (i.e., learn math as their students would learn math)
4. TCs generate core ideas/concepts
5. We model the kind of teaching/pedagogy we want you all to try (which includes continually learning in and from my practice)
6. We aim to make transparent my teaching practices and the purpose of what we do

What is a methods course?

Let’s check out our course syllabus :)

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What do we notice and find noteworthy?

Break Time!

Back at 6:50pm

Please do the following during break:

1. Create a folder for yourself in our personal folders
2. Sign up to lead one 10-minute Community Building Activity in our math methods class

6:20 - 6:50pm

Intro to Digital Math Journal

6:50-7:00

Intro to Relevant Math Journal

Let’s check out the Digital Math Journal template

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What math is relevant to your students’

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Intro to Equitable Math Instruction Project Part 1

7:00 - 7:40pm

Equitable Math Instruction Project Part 1

Equitable Math Instruction Project Part 1

Equitable Math Instruction Project Part 1

Please do the following with your group:

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1. Introduce yourselves including your name, your placement, and any other personal/professional info you want to know about each other

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• Read aloud the description of student personal, cultural, and community assets (provided on the handout and next slide) and discuss your own personal, cultural, and community assets

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• Write examples of personal, cultural, and community assets that your group identified on the whiteboard

Equitable Math Instruction Project Part 1

Student Personal Assets: “Specific background information that students bring to the learning environment. Students may bring interests, knowledge, dispositions, everyday experiences, family backgrounds, and so on, which a teacher can draw upon to support learning.”

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Student Cultural Assets: “The cultural backgrounds and practices that students bring to the learning environment, such as traditions, languages and dialects, worldviews, literature, art, and so on, that a teacher can draw upon to support learning.”

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Student Community Assets: “The common backgrounds and experiences that students bring from the community where they live, such as resources, local landmarks, community events and practices, and so on, that a teacher can draw upon to support learning .”

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Definitions from the edTPA Handbooks

Intro to Student Assets Project

Let’s share see what we wrote and

share something that stands out to us

Intro to Student Assets Project

Let’s think about questions we might include on our surveys

(perhaps drawing from the TEACH Math “Case Study” module

and/or the Math Identity Survey)

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