Welcome to ITP 524:

Secondary Math Methods

Class 4: Wednesday October 19

Agenda

1. Welcome!
2. Community Building Activity (4:45 - 5:00pm)
3. Math Lesson (5:00 - 6:00pm)
4. Break (6:00 - 6:30pm)
5. Share Mathographies (6:30 - 7:00pm)
6. Reading Discussion (7:00 - 7:35pm)
7. Upcoming Assignments (7:35- 7:40pm)

Learning Objectives

Teachers will …

1. Describe features of “current” math education (aspects of student learning - conceptual understanding)
2. Identify and reflect on their values of, views of, and experiences with mathematics and mathematics education
3. 7.AEE.A Use properties of operations to generate equivalent expressions

Course Standards

Teachers will …

• Deepen your understanding of how students learn mathematics and how a teacher can facilitate the mathematical growth and development of all students through creating an environment that supports individual and collaborative learning
• 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

Community Building Activity

4:45 - 5:00pm

Community Building Activity

Take it away … who wants to do this? :)

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Community Building Activities Sign-up

Math Lesson

5:00 - 6:00pm

Our Last Math Lesson…

Our Last Math Lesson…

Big math ideas:

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We can group together (combine like terms)

• 1 blocks
• X blocks (X or 1 x X blocks)

Math Lesson

CPM Course 3

Course 3 Volume 1

Math Lesson

Oregon Math Standards

Math Lesson

Team 1: Amanda, Beck, Omar & Zack

Team 2: Awen, Jaya, Savannah & Xavier

Team 3: Luke, Michael & Sarah

Math Lesson

Please do the following with your team:

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1. Finish you list of team norms if needed (see next 4 slides)

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• Assign each person a role (see details in folder)
• RESOURCE MANAGER
• RECORDER/REPORTER
• FACILITATOR
• TASK MANAGER

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• Work on the problems as follows follows for 20 minutes (original problem set):
• Read the math problem you are working on aloud (all work on the same problem)
• Each person independently works on task for 30-60 seconds
• 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 5 slides later)

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• (Once each person has shared) Write a collective solution for the problems on your group’s section of whiteboard

Our group norms:

-Frequent and honest communication

-Flexibility to adjust as needed and to incorporate everyone’s ideas

-Set clear expectations for who is taking on what part of the workload and when

-Creating a project timeline

Team 1: Amanda, Beck, Omar & Zack

Team Name: Fibonacci’s Revenge

Our group norms:

• Let everyone feel heard
• Explore all options
• Acknowledge validity of others

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Team 2: Awen, Jaya, Savannah & Xavier

Team Name: The Last Digit of π

Our group norms:

-all thoughts are rough draft thinking

-allow people to finish their thoughts without interruptions

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Team 3: Luke, Michael & Sarah

Team Name: Team Rocket

Math Lesson

What is a team “norm”?!

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The expectations that group members have for one another regarding their ways of acting and communicating when working together.

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In math education, this includes having each person:

“(1) explain and justify their solutions,

(2) attempt to make sense of explanations given by others ,

(3) agree and disagree, and

(4) ask clarifying questions in situations in which they

misunderstand or are confused.”

(Stephan & Whitenack, 2003)

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Math Lesson

Ask a 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?”

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

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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)

Math Lesson

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

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Whole-class discussion for 8 minutes:

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Math Lesson

Whole Class Takeaways AND Big Math Ideas

Math Lesson Debrief

Let’s discuss…

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1. The Standards for Math Practice we used/engaged in during our lesson today

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• Examples of how your group members clarified their work, added on to someone else’s work, or reasoned about someone else’s work

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Break Time!

6:00 - 6:30pm

Back at 6:48pm

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Let’s put our mathography entries up:)

Mathographies

6:30 - 7:00pm

Share Mathographies

Let’s check out our Mathographies

(look at at least 1 entry for each person in our class)

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Then let’s chat about …

• What we notice
• Themes that characterize our collective experiences

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Ay

Reading Discussion

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7:00 - 7:35pm

Co-Noticing Protocol

Co-Noticing Patterns of Student Participation Protocol 1

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What questions do you all have about this protocol?

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What additional guidelines can/should we put in place so it is used in ways that equalize interactions between teachers?

Co-Noticing Protocol

Attending - “teachers attend to particular aspects of instructional situations: the mathematical details in children’s strategies”

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Interpreting - “how teachers interpret children’s understandings as reflected in their strategies” ,”evidence-based interpretation”

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Responding - “the reasoning that teachers use when deciding how to respond”

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Jacobs, Lamb, & Philipp (2010), pp. 172-173.

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Culturally Relevant Pedagogy

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)

Aspects of Student Learning

(Standards for Math Content and Practices, Conceptual Understanding)

Academic Achievement & Success

Xavier’s notes

PROMPT 1: How do the articles/videos this week define/describe understanding and how a learner develops understanding??

Aspects of Student Learning

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Conceptual Understanding

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Procedural Fluency

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Math Reasoning

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Problem-Solving Skills

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Van de Walle, Karp & Bay-Williams Ch. 2 -->

Aspects of Student Learning

Let’s identify examples of conceptual understanding

in our own curricula and lessons :)

Ay

Upcoming Assignments

7:35-7:40

Upcoming Assignments

Homework (also see weekly homework email):

• Complete weekly course readings and article notes
• Work on Student Identity and Assets Project (community walk)