Welcome to ITP 524:

Secondary Math Methods

Class 7: Wednesday February 26

Agenda

1. Welcome!
2. Community Building Activity (4:45 - 5:00pm)
3. Equitable Math Instruction Project Part 2 (5:00 - 5:30pm)
4. My Math Instruction Assignment (5:30 - 6:10pm)
5. Break (6:10 - 6:40pm)
6. Math Lesson (6:40 - 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. (7.RP.A) Analyze proportional relationships and use them to solve mathematical problems in authentic contexts
3. Develop and reinforce an understanding of multiplication, division, and fraction aligned with the CCSS definitions
4. (Standards for Math Practice) Attend to precision (via using our definitions of multiplication and division)

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)

Community Building Activity

4:45 - 5:00pm

Community Building Activity

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

1. How you are feeling about your edTPA
2. What you plan to work on this week and when you will do this work
3. What you have found helpful to do to work on your edTPA (or think would be helpful to do)

Equitable Math Instruction Project Part 2

5:00 - 5:30pm

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

Equitable Math Instruction Project Part 2

Let’s share:

1. What did you learn about your students while using this protocol?
2. What felt productive or helpful about using the Co-Learning Protocol 2?
3. What felt challenging or unhelpful about using this protocol? What would you change about this protocol?
4. How has the protocol helped you think about equity in your classroom?
5. What equity-related questions do you want to learn more about related to the students in your class?

Check in with your group members about

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1. The norms you want to establish and maintain in our classes
2. The instructional activity/math task you have developed/will develop to establish these norms

Equitable Math Instruction Project Part 2

My Math Instruction Assignment

5:30 - 6:10pm

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, Academic Language)

“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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Let’s form groups then talk about the following with your group:

• The teacher moves that each person selected or is considering selecting
• Ideas for how you can demonstrate how you use/will use each teacher move selected
• Artifacts you have collected or could collect demonstrating how you use/will use each teacher move selected

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)

Math Lesson

6:40 - 7:40pm

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

Math Lesson

Please do the following with your team:

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1. Work on the The Free and Reduced Price Lunch 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)

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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

What teacher moves did the teachers use today?