Welcome to ITP 524:

Secondary Math Methods

Class 1: Wednesday September 28

Make a nametag for yourself with your pronouns.

Agenda

1. Welcome!
2. Introductions
3. What is a Methods Course?
4. Break
5. Intro to Student Identity and Assets Project
6. Intro to Mathography
7. Upcoming Assignments

Learning Objectives

Teachers will …

• Identify central components of our course
• Develop (or reinforce) an understanding of student assets

Course Standards

Teachers will …

• Expand your mathematical understanding, your views regarding the nature of mathematics and mathematical activity
• 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

4:45 - 5:50pm

Introductions

Please share:

• Your name and pronouns,
• Whether interested in teaching middle and/or high school,
• Your favorite subject,
• What brought you to (math) education,
• What you do during your free time
• A secret talent
• What you will be for halloween
• What do you like and hate about math

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What is a Methods Course?

5:50 - 6:15pm

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 my instruction:

• Shared ownership and responsibility of this space and class activities (which may feel uncomfortable at times)
• Multiple types of group work and assignments
• Experiential learning through problem solving (i.e., learn math as their students would learn math)
• TCs generate core ideas/concepts
• I model the kind of teaching/pedagogy I want you all to do
• I aim to make transparent my teaching practices and the purpose of what I do
• I want to get feedback on what we do

What is a methods course?

Questions? Comments! Compliments:)

Break Time!

Back at 7:00pm

Please do the following during break:

1. Look at our course syllabus and be prepared to share what you find noteworthy
2. Create a personal folder for yourself in our “Personal Folders” folder
3. Sign up to lead one or two 10-minute Community Building Activity in our math methods class during the fall 2022 or winter 2023 term
4. Write information you know AND want to know about your students on the whiteboard.

6:15 - 7:00:pm

What is a methods course?

Let’s check out our course syllabus:)

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What do we notice and find noteworthy?

7:00 - 7:15pm

Intro to Student Identity &

Assets Project

7:15 - 7:35pm

Student Identity & Assets Project

Student Identity & Assets Project

Student Identity & Assets Project

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 next slide)

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• Write examples of students’ personal, cultural, and community on the whiteboard (in particular assets that you find helpful to identify and leverage as a math teacher)

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• Record any additional info you want to know about your students on the whiteboard

Intro to Student Assets Project

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 check out:

• what we wrote on the whiteboards
• example questions you might include on your survey from the TEACH Math “Case Study” module and/or the Math Identity Survey

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How do the assets we are thinking about/have identified relate to Math Smarts?

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Bring a copy of your survey and any information you collect with your survey to our class session on October 12

Upcoming Assignments

7:35-7:40

Upcoming Assignments

Homework (also see weekly homework email):

• Complete weekly course readings and article notes
• Complete Group Work Survey
• Work on Student Identity & Assets Project (create survey)
• Work on your Mathography (due Oct. 19 - see next slide)
• Come with questions about our course syllabus, the Student Identity & Assets Project, and your Mathography

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Course website coming soon ...

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Intro to Mathography

For your Mathography you will select four mathematical events from your life that are significant when thinking about your relationship with and understanding of mathematics and mathematics education. The events can have occurred in- or out-of-school. You will create an entry for each event on an 8.5” x 11” piece of paper illustrating and representing (with words, images, and/or whatever means you feel appropriate) the event and how this event shaped your relationship with and understanding of mathematics and/or mathematics education. Have fun creating these entries:)

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We will share our Mathographies in class on October 19.