Welcome to ITP 524:

Secondary Math Methods

Class 8: Wednesday March 5

Agenda

1. Welcome!
2. Community Building Activity (4:45 - 5:00pm)
3. Equitable Math Instruction Project Part 2 (5:00 - 6:00pm)
4. Break (6:00 - 6:30pm)
5. My Math Instruction Assignment (6:30 - 7:40pm)

Learning Objectives

Teachers will …

1. Describe features of “current” math education (5 practices, productive student talk moves, questioning strategies, student development of academic language)
2. Develop an understanding of student participation and engagement

Course Standards

Teachers will …

1. Develop teaching strategies which can facilitate students’ mathematical thinking and understanding (observing and listening to students as they work individually and collaboratively, orchestrating whole-class discussions of students’ solutions in order to make salient key mathematical ideas, processes, and strategies)

Community Building Activity

4:45 - 5:00pm

Community Building Activity

Get together with your edTPA group and check in (perhaps about the following):

1. One prompt response of your edTPA that you feel confident about
2. One prompt response of your edTPA that you do not feel confident about
3. Your timeline/plans for working on your edTPA between now and spring break

Equitable Math Instruction Project Part 2

5:00 - 6:00pm

Culturally Relevant Pedagogy

Gloria Ladson-Billings

Cultural Competence

(maintain students’ cultural integrity and use students’ culture as a vehicle for learning)

Critical/Socio-Political Consciousness

(develop students’ consciousness that allows them to critique cultural norms, values, mores, and institutions that produce and maintain social inequities)

Academic Achievement/Success

(develop students’ academic

skills and excellence)

Culturally Relevant Pedagogy

Gloria Ladson-Billings

Cultural Competence

Identity

(e.g., gender, race, class, culture, language proficiency)

Personal, Cultural, and Community Assets and Strengths

Personal and Societal Biases

Power and Status Hierarchies

In- and Out-of-SchoolMath Experiences

Please do the following:

1. Spend 5 minutes preparing to share
2. Have each person share for 5-ish minutes (we will adjust the time as needd)

Equitable Math Instruction Project Part 2

6:10 - 6:40pm

Break Time!

Back at 6:40pm

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Let’s check in about edTPA Writing Days

March 7 or 8 from 9am-1pm (program wide)

My Math Instruction Assignment

6:30 - 7:40pm

Cultural Competence

(maintain students’ cultural integrity and use students’ culture as a vehicle for learning)

Critical/Socio-Political Consciousness

(develop students’ consciousness that allows them to critique cultural norms, values, mores, and institutions that produce and maintain social inequities)

Academic Achievement/Success

(develop students’ academic

skills and excellence)

Culturally Relevant Pedagogy

Gloria Ladson-Billings

Aspects of Student Learning

(Standards for Math Content

and Practices, Conceptual Understanding, Procedural Fluency)

“Effective” Teaching Practices

Develop/Select

Worthwhile Tasks

(Justify and Explain, Solve with Drawings, Relevant Contexts, Verify & Relate Strategies, Multiple Entry & Exit Points, High Cognitive Demand)

Academic Achievement & Success

Probe & Elicit Student Thinking

Lesson Planning

Facilitating Meaningful Math Discourse

5 Practices (Anticipating, Monitoring, Selecting, Sequencing, Connecting)

Assessment

Promote Equitable Participation (drawing on student assets and smarts, status/power hierarchies)

Student Talk Moves

(Revoicing, Repeating, Reasoning, Adding On, Waiting)

Posing Purposeful Questions

My Math Instruction Assignment

Check out the My Math Instruction Assignment

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Gather with your group members and share the following:

• How you have been recently
• Artifacts you have collected or could collect demonstrating how you use/will use each teacher move selected

Math Lesson

5:00 - 6:10pm

Math Lesson

Oregon Math Standards

Math Lesson

Our First Math Lesson

How many windows are on this side of the Vanport Building?

Our First Math Lesson

Our values for “Fair” Racial Composition in Congress

Our First Math Lesson

Our Second Math Lesson

Our Second Math Lesson

Our Second Math Lesson

Our Third Math Lesson

Our Third Math Lesson

Our Fourth Math Lesson

Math Lesson

Please do the following with your team:

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1. Work on the US Census and Representation (Problem 2) as follows

for 20 minutes:

• Read the math problem aloud
• Each person independently works on task for a few minutes
• Each person shares their solution for the problem (person gives

“full” explanation of their solution THEN other group members ask

a clarifying question about the solution, add on to the solution, or

reason about the solution - see below)

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1. (Once each person has shared) Find a section of the whiteboard and write a collective solution for problem AND prepare to share your solution with our class

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Clarifying question about the solution:“What do you mean by …?”, “Why do you think that?”, “Will you explain that again?”, “I have a question about …”, “I don’t quite understand. Can you explain it a little bit more?”, “How do you know your answer is right?”

Add on to the solution: “I would like to add …”

Reason about the solution: “I (dis)agree with your strategy because …”, “My strategy is like yours because …”, “My strategy is different from yours because …”

(Chapin, O'Connor & Anderson, 2009; Topcuoglu & Nelson (2018)

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Math Lesson

Math Lesson

Let’s discuss…

1. How have our math lessons this term helped us think about proportional relationships** (conceptually and procedurally)?
2. Our US Representation task was on a sociopolitical topic. How, if at all, did our lessons help you think about this topic?

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**A proportional relationship is one in which two quantities vary directly with each other. We say the variable y varies directly as x if: y=kx for some constant k, called the constant of proportionality .