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It does not have to be complex to be rich learning *

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Mathematical Processes - Planning Support

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Mathematical Processes - Planning Support

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We are always moving towards efficiency in math

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We are always moving towards efficiency in math

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- some strategies are better than others...you don't need to show a ton, but you need to be able to talk about them
- often when we ask for multiple strategies, we are looking for depth and flexibility of thinking

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a good problem has a low floor (accessible to all)... and a high ceiling (is open enough to challenge students who need it)

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Math is a creative subject....being real is not enough, it needs to be relate-able... "make it their world" (Dan Meyer)

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Dan Meyer taught high school math to students who didn't like high school math. He has advocated for better math instruction on CNN, Good Morning America, Everyday With Rachael Ray, and TED.com. He earned his doctorate from Stanford University in math education and is the Chief Academic Officer at Desmos where he explores the future of math textbooks. He speaks internationally and was named one of Tech & Learning's 30 Leaders of the Future.

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Beyond Relevance & Real World: Stronger Strategies for Student Engagement

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Dan Meyer taught high school math to students who didn't like high school math. He has advocated for better math instruction on CNN, Good Morning America, Everyday With Rachael Ray, and TED.com. He earned his doctorate from Stanford University in math education and is the Chief Academic Officer at Desmos where he explores the future of math textbooks.

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-"banning of grades" and how that impacts our mindsets.
-wait time

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We do not have a crystal ball.
"change the environment and not the child"

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"If we treat students like they will always struggle . . . they may always struggle." (DeWitt)

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- you can make new pathways no matter your age
-anyone can do math
-praise work ethic
-you won't "always struggle"

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Problem Solving
Reasoning and Proving
Reflecting
Selecting Tools and Computational Strategies
Connecting
Representing
Communicating

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The physical and social space is respectful, authentic, student entered, activates learning, inclusive, fluid, problem rich, fun with real life applications.

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Collaborative environments build community.

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1. EMPOWER STUDENT LEARNING THROUGH COLLABORATION.
2. GIVE WEIGHT TO STUDENT VOICE THROUGH DIALOGUE.
3. FOCUS ON STUDENT SOLUTIONS AND INTERPRETATIONS.
4. ENCOURAGE REAL-WORLD PROBLEM SOLVING.
5. BUILD SELF-EFFICACY.

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Important to model errors as a positive thing and an opportunity for learning. Focus less on grades and more on descriptive feedback.

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-a large gathering spaces for whole-group and small group discussions
-Active areas for inquiry, investigation and wonder
-Desks and tables configured to facilitate discussion by allowing eye contact
-Instructional materials organized in such a way as to provide easy selection and access
for all students

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Co-constructed learning environments where the students have input into the set-up/displays in the "classroom".

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Flexible work environments!

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-Co-creating "norms" can empower students with a sense of ownership and encourage them to take risks. The space may feel “safer”.

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-providing a "makerspace" in the classroom will provide an opportunity for students to make their thinking visible

-a gathering space in the classroom for whole group discussion provides opportunities for restorative/community circles, math congress, etc.

-co-created wall space (this is not a place to just post pretty pictures, it should be purposeful)

-a big idea that goes across subjects helps create richer discussion in your classroom and digital classrooms

-model excitement and curiosity for our students

-celebrate mistake making

-We need to remember not only to teach 5 strands of mathematics but also the 7 mathematical processes in conjunction with this.

-Identify which of the four roles/categories of the"literacy learner" each of your students falls into.

-co plan the learning environment so that the space is truly "for everyone" and everyone is equally responsible for keeping the space clean, safe and encouraging towards a sense of wonder

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Rethinking physical and social spaces

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Cross-curricular programming should be happening for both mathematics and literacy.

Our parents need to know our program goals and their child's strengths, needs and interests are being considered.

Elementary & Secondary schools need to collaborate beyond grade 8 transitions.

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Why is "co-constructed success criteria" present in the Literacy frame but not in the Math frame? Do we not focus on the co-construction of success criteria in mathematics?

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-relative
-engaged

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For, As, Of

Feedback
Self, Peer, Teacher

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-Creating student profiles (monitoring our at risk students)
-Creating parallel tasks in math... what about literacy?
-We need to build in more student choice in math tasks

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-in Engagement and Instruction

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commitment and relationships are the same in literacy and math

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commitment and relationships are the same in literacy and math

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Role of the teacher is to ensure the problem is manageable so that students can be independent problem solvers.