Welcome to ITP 524:

Secondary Math Methods

Class 3: Wednesday January 22

Agenda

1. Welcome!
2. Community Building Activity (4:45 - 5:00pm)
3. Math Lesson (5:00 - 6:15pm)
4. Break (6:15 - 6:45pm)
5. 5 Practices (Select Sequence, and Connect) (6:45 - 7:20pm)
6. Intro to SJ Math Lesson Assignment (7:20 - 7:40pm)

Learning Objectives

Teachers will …

1. Describe features of “current” math education (5 practices - selecting, sequencing and connecting)
2. Identify features of social justice math instruction
3. (7.RP.A) Analyze proportional relationships and use them to solve mathematical problems in authentic contexts
4. Develop and reinforce an understanding of multiplication and division aligned with the CCSS definitions
5. Use appropriate tools strategically and critique the reasoning of others (Standards for Math Practice)

Course Standards

Teachers will …

1. Expand your mathematical understanding, your views regarding the nature of mathematics and mathematical activity
2. 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)
3. Plan instruction that supports each student’s progress toward learning goals by drawing upon knowledge of content, curriculum, pedagogy, as well as knowledge of students and the community context.

Community Building Activity

4:45 - 5:00pm

Community Building Activity

Take it away Duy:)

Kahoot Activity

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Community Building Activities Sign-up

Math Lesson

5:00 - 6:15pm

Math Lesson

Oregon Math Standards

Math Lesson

Oregon Math Standards

Math Lesson

Oregon Math Standards

Math Lesson

Our Last Math Lesson

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

Our Last Math Lesson

Our values for “Fair” Racial Composition in Congress

Our Last Math Lesson

Math Lesson

Please do the following with your team:

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1. Work on the US Census and Representation Task 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)
2. (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

(Torrey’s thinking for selecting, sequencing and connecting)

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Whole-class discussion for 8 minutes:

1. ​

Math Lesson

Math Lesson

How did we use our

meanings of multiplication AND division today?

6:15 - 6:45pm

Back at 6:45pm

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Let’s check in about edTPA Writing Days

Saturday February 1 from 9:30-12:30pm

Saturday February 22 from 2-5pm

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

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Break Time!

5 Practices (Select, Sequence, Connect)

5:20 - 5:50pm

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)

NCTM Principles to Action

5 Practices (Monitor)

• Anticipating students work on challenging tasks

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• Monitoring student work and engagement with the tasks

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• Selecting particular students to share their math work

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• Sequencing student responses that will be displayed in a certain order

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• Connecting different students’ responses and the responses to key math ideas

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5 Practices (Monitoring)

5 Practices (Monitoring)

5 Practices (Questions About Monitoring)

5 Practices (Select, Sequence, Connect)

• Anticipating students work on challenging tasks

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• Monitoring student work and engagement with the tasks

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• Selecting particular students to share their math work

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• Sequencing student responses that will be displayed in a certain order

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• Connecting different students’ responses and the responses to key math ideas

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5 Practices (Select, Sequence, Connect)

Please do the following:

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1. Check in with your group members:)

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• Access the Selecting, Sequencing, and Connecting slide deck and follow the directions on slide 1

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• Discuss how your group’s ideas for selecting, sequencing, and connecting the student solutions “make the mathematics accessible to all students” and “build a mathematically coherent story line” (Smith & Stein, p. 44)

5 Practices (Select, Sequence, Connect)

How do you or could you implement these practices in your own instruction?

Introduction to

Social Justice Math Lesson Assignment

7:20 -7:40pm

Intro to SJ Math Lesson Assignment

Chat about your responses to the homework prompts:

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PROMPT 1: After listening to the Method to the Mathness podcast, how do you or could you use current events to spark student interest and keep math relevant for the students?

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PROMPT 2: How do you feel about leading social-justice math lessons in your own classroom? What topics are you comfortable incorporating/addressing in your lessons? What are you unsure of and wondering about as you think about doing this work?

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Intro to SJ Math Lesson Assignment

Let’s check out the Social Justice Math Lesson assignment

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and share Social Justice Math lessons that

we have taught or are thinking about teaching