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1.)  This is an area that I have been trying to work on this year as a teacher.  Often, I didn't call on students because I was afraid I would hurt their self-confidence if they did not know how to answer the question, but this excerpt helped reassure me that it only hurts students when you don't include them in the process.

2.)  Making sure to call on students from marginalized populations is also important.  When we invite students to participate, we show them that their voice is important.

3.) The who and what of questioning is also important for me in understanding that it is ok if a student does not give me the answer that I am expecting. I need to continue to give students the freedom to state whatever they are thinking about in solving a problem, try to find reason to their thoughts, and not shut them down when they talk.

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1) "Every child should have a voice in a math classroom and ensure that each student is developing a mathematical identity."  Building that mathematical identity will develop many different critical thinking skills that can be used in the math classroom as well as other aspects of a student's life that isn't math-related.
2) Another reflection statement is they need to be more aware of whom they are asking which types of questions, whom they are positioning as competent, and whose ideas are featured and privileged." A teacher needs to understand each student's levels of thinking and be able to push that level. Not only can the "smart kids" answer tough questions but all students are capable of doing this!
3) "The sense of being capable, valued, and valuable in the mathematics classroom — can support students’ engagement and success in mathematics."  Building that confidence and fostering deeper level thinking will only help build the students confidence and ability in math and help them excel again not only in a math classroom but other aspects of their lives.

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1) "Are all students' ideas and questions hears, valued, and pursued in the mathematics classroom?" I think in the past I would read this and think I need to be hearing, valuing and pursuing every single students thoughts and that's overwhelming. And yes I should know what every student is thinking and how they feel about the math when they leave, but I dont need to be the one to hear, value and pursue every single thought. Those interactions can come from other students in the class. (I am terrible with run on sentences...)

2) Every student can do math, and we need to make them feel like that. Even if we have to make the questions "easier"... Can you explain what so and so said in different words? Every child should have a voice in our classroom, not just those kids who constantly have their hand raised

3)"Teachers can work towards building identity and agency within students as individuals capable of learning and using mathematics to solve problems" Seems self explanatory, but I liked this statement a lot.

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1.)  The monitoring sheet helped me understand which students to call on that might have used a different method or representation to answer the question.  For example, when coming up with a generalization of how the FOILing process works with splitting the area of a rectangle into four parts, I called on students that would individually count every single tile, and others that used the procedure of length times width.

2.)  The challenge for me was to not funnel students' thinking by asking closed questions.  Sometimes I would find myself asking students to find a more efficient way, which limited their ability to come up with the procedure using their own thinking.

3.) Truly making the task open allowed students to struggle and perservere. I decided to give this task after the procedure, and heard a student say, "this would have made so much more sense if I could have thought of FOILing this way". I have to continue to remind myself not to always come to the rescue of students and "grab their pencil", which prevents this type of productive struggle.

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1)  My first reflection points is that my assessing questions are something that I do very well.  Students expect those types of questions every class especially when working on task oriented assignment or project.  Where I struggled with and my students struggled were the advancing questions.
2)  Having the chart prepared ahead of time allowed for me to have those advancing questions prepared for students.  But as students worked and came up with their own solutions and ideas my advancing questions changed because I did not predict the issues and questions students would have exactly so we developed those on the fly.
3) Preparing the question chart was helpful to guide mine and my students thought processes by having prepared question to push their questioning and help foster thinking and struggling.

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Students have been learning about Linear Functions and how to classify if something is a function or not and if it is linear or nonlinear. They were separated into two lessons and then students were given two different homework assignments reviewing those topics. After teaching the lessons and looking at the homework, I realized that students were just trying to memorize how to classify either an equation, graph, or table as a function or not and whether it was linear or nonlinear. In turn, they were getting them confused on what made something a function and what made it linear. As we continued to work on our understanding of this task, I realized that I should have introduced this lesson as a discovery lesson so students would have been able to conceptual decipher between functions and linear equations.

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My 8th grade math students completed an activity on linear modeling.  They were given 4 different linear models (a story, a graph, an equation, a table) and were asked to create different representations of the same linear situation.  The four situations were all different with four different slopes and y-intercepts.  The goal was to make connections between different representations of the same situation.  We had previously worked on writing equations given two points but had not really put the whole thing in the concept of a big picture.
1)  Students did the activity in groups (mostly of 3).  Some did a great job and created stories that were creative matching  the equation, table, or graph.  Other groups needed more help and it was difficult for me to sit back and not provide it right away.    It was interesting because some of the groups that worked well on their own eventually provided some direction to the groups that were struggling.
2)  The most enjoyable part of the activity for the students was coming up with a story that matched the situation in the graph, table, or equation.  There were several good discussions within individual groups about whether a situation actually matched or not.  Students were able to test situations using specific input and output values.
3) Days following the activity, students had several warm up problems centered around this same idea. It was nice to be able to refer back to what they did in that activity to help them remember connections among the different representations.

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I did the Perfect Purple Paint Problem after we had done it together.

I started with the easier 6th grade problem and everyone of my students solved it arithmetically. They knew that there were 5 total gallons of paint so if they multiplied each one by 4 then they would have 20. I asked them to solve it a different way and they really struggled trying to come up with a different method. I pointed them in the direction of tape diagram and they remembered doing it in the past and a few could do it this way.

I then introduced the harder 7th grade problem. They definitely struggled with this one. Even when I let them work together it seemed like a real struggle. I had a few that came up with the answer. But most were lost as to where to even start. The few that did come up with answers also solved it arithmetically. They understood the 5/6th and then divided it by 20 which was 24 so then they thought what they needed to multiply the numerators by to get to that 24. That was the only way that they came up with the answer. No one else thought of another way to do it.

The one problem I saw with this problem was that most of the students didnt think of any other entry points to start the problem. I know that there are some but I dont think it was a problem that allowed students a lot of different ways to try and solve.

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We actually did the perfect purple paint problem in class.  The timing was perfect!

Many students were able to solve the problem one way.   Some struggled to find other ways to solve, but most could find at least another way.  Most students used arithmetic and scaling to solve the problem.  I did see a few tape diagrams types as well as a table.

I think the more we do these types of problems the better they understand that there are many ways to solve problems.  Students are excited to share different ways of doing it.  Lots of "I did it different, this is what I did.

After some discussion of the different ways, I mentioned a few more ways to solve the problem (Percents, proportions, equations). Then had students see if they could figure out using one of these methods. Let to lots of great discussion with their table mates as well as the class.

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We are currently working on functions so I chose an activity off of illustrative mathematics. I used this activity to introduce functions to my students. They were given several graphs and tables and had to fill in the missing information based on the input and output. After the activity, the students should have been able to come up with a definition for a function.
I allowed the students to try groups of 3. It worked really well and the students seemed to stay on task better than previous group numbers. I am going to try giving the students jobs in their groups which is something we learned from New teacher Academy.
The students were able to recognize the difference between the graphs and tables we've been working with. There was some good math talk discussion between the students while they were working.
The vocabulary was not there with the students however they were able to recognize in their own way the input and output.

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I gave my class a lesson on the Complex and Irrational Conjugates Theorem.  The only instructions I gave them were to write a polynomial of least degree that has the given zeros, and left out one of the conjugates.  They were finding out that their solutions had "i" in them, and that it wouldn't make a polynomial.  I asked them why they thought this was so, and their knowledge of the FTA allowed them to understand that when we have an imaginary answer, its conjugate comes with it.

1.)  I felt like this was more beneficial than me just giving them the Theorem.  The discussion was much more rich, and students critically thought about the problem without me swooping in.

2.)  The only issue is I still had to scaffold how to FOIL correctly, which is an old topic that they should have mastered. How can I make sure this is meaningful when some students haven't mastered old topics.

3.) I did notice an improvement in assessment scores for this section of the test. Students usually struggle in this section to find the conjugates, and they realized they can persevere through, and figure out the problem even if they forgot the Theorem

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We're teaching fractions, decimal and percent conversions this week, so I gave the students a sheet with models of hundredths and tenths to see if they could make the connection on their own and write all three representations for each model.
1. We had already worked on converting between fractions and decimals and this activity solidified their understanding of the connection. Many are still struggling with knowing their place value columns, so this was extremely helpful.
2. Depending on the level of the class, I gave scaffolding questions to engage any prior knowledge with percents. With my advanced class, I just asked what do percents represent. With my other classes we discussed how percent literally means per hundred.
3. Even a few students in my high ability and most students in my regular classes struggled with the tenths model ( they thought 0.2 = 2%. This was a perfect opportunity for me to build up their number sense (which they struggle with this year more than any other). Having the side by side models to compare was powerful. Will some of them still mess it up on the assessment? You bet....but I did see some light bulbs start to flicker.

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I chose to introduce Analyzing Graphs by using a Desmos activity. We used the Turtle crossing activity during the first part of our class. I had students all log on together and I made sure to lock their screens to the certain slides that I wanted them on. I would give students 2-3 minutes to explore the slides on their own while I gave slight instructions. I also had them turn and talk to one another during certain parts. It was hard to keep students on task the entire time as it was very fun for them to draw random graphs and see what the turtle did. However, I loved that I was able to pull up certain students graphs to show the class and we were all able to analyze it together. I asked my class at the end how they felt about this activity. I had a majority of students who really enjoyed it because they got to create a graph and then learn from it!

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I chose an activity that is from Illustrative math that helps students discover the triangle inequality theorem using spaghetti and they have to create a conjecture of the relationship between the sum of the small and medium sides of a triangle with that of the largest side. 3 reflective statements follow:
1)  Students did not know what the word conjecture means.
2)  Students worked well on the hands on material side but once they had to answer questions they were very vague with their answers.
3) Students were able to talk about what could have gone wrong or may have been done differently than other groups. They did end up coming up with a conjecture and hypothesis as a class.

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I choose Activity #2 which was the Candy Jar task we did together in our session.

Mr. Donnelly does a great job of supporting student engagement by asking appropriate questions to each group.  I feel like I am doing much better at finding the the right questions to promote more thinking. Asking a lot more why or how questions that allow student to expand or explain their thinking.
I would expect Mr. Donnelly's class to use unit rates to find missing values.  I think most students will be able to recognize the or be able to find the unit rate and apply that to finding missing values.
This activity helped support student learning by providing them an opportunity to think first on what they learned previously and applying to real world situation. By working together, groups were able to come with a variety of ways to solve the problem. The class discussion afterwards allows students to see that you can solve problems in different ways. Some may even understand one of the ways another group did. This will further strengthen their development.

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Activity #2
1) The way this teacher taught quadratics allowed for the students to use any of the methods they wanted to, to solve the problems. She showed them all of the ways possible to do it. However, instead of giving them certain problems to use each method on she gave them a group of problems and had the students explain why one way would be more efficient than others. In this way students would understand much better when to use which method to solve the problems instead of just memorizing one way to do it and then forget that way once they start a different assignment.
2) This assignment also helped in procedural skills because the students still had to solve the problems and they still had to have the skills to be able to do it. However, they could use whichever skill they wanted to try and solve the problems. This led them to understanding which skill to use with each type of problem.

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The development of the three methods in solving quadratic equations was conceptual at first because each method had a lesson designed for students to see why the given method worked.  For graphing students were guided to discover how to find the vertex and axis of symmetry, students were led to see why taking half of the x coefficient and squaring it would help make their equation easier to solve, and they were given the opportunity to prove the quadratic formula by completing the square when being introduced to the quadratic formula.  The conceptual understanding was backed up by procedural fluency as each lesson allowed students to practice the procedures learned in on various forms of equations, even allowing students to determine which procedure would work best for individual problems.

Student procedural skills were developed throughout the unit as they were given choice on which equations to complete with different methods as well as time to discuss with classmates why they chose the method they did. Providing answers to individual questions for students to check their work immediately also helped them to determine their success in a timely manner.

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I did an activity that focused on adding and subtracting decimals.  Before we focused on any procedures I wanted students to understand visually the concept of decimals using money.  I focused on buying frozen pizzas ($12.63) and gatorades ($6.28) at the grocery store.  I used money under my document camera to illustrate.  I then asked them to estimate without a pencil the cost of the items.  We discussed all of the methods each student used.  Most students chose to round to the nearest whole number to estimate an answer.  We then picked up the pencils to answer exactly how much it cost.  Again, I let students use any method to achieve an answer.  We had several different methods from students.  Without me saying the procedure I wanted them to realize that it is important to line up the decimals.  By visually showing the problem and letting students create their own method most were able to come to the conclusion that lining up the decimals is very important.

Regarding the homework, I assigned 15 problems.  About 6 problems were basic that focused on the procedure.  The rest were dedicated to understanding the procedure and reading word problems and identifying key words.  The assignment is due tomorrow and I will be anxious to get feedback in how they understood the material.

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Activity #1: Examining your homework
We are in the process of learning Linear Relationships. I chose the homework on multiple representations. The students were given a paper with part of a table filled out were to write an equation, verbal description, graph, and finish the table or given a graph and needed to fill in the rest of the information. I allowed the students to work in groups for this assignment. The students were very engaged with the homework activity. We went over the homework together as a whole class.

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We are teaching Fractions and Decimals. We started the unit with some conceptual lessons, but have reverted back to the procedural homework (ex: 8 skill based problems with 2 story problems at the end). At the end of the unit we did a lot of review with problem solving. As we were working on the problems in class, I realized that all of our assignments should have been story problems. Students have such a disconnect with fractions and decimals, and giving them context and scenarios would make the work so much more meaningful. We should be giving less problems, but make them more conceptual and higher level.

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1. Identify a ‘Golden Line’ from the reading.  Why is it impactful for you?

Conceptual understanding and procedural fluency do not need to be mutually exclusive.

This was impactful for me because often we consider these two concepts to be one or the other.  Meaning that if we teach our students to understand concepts, they won’t understand the procedures that go with it, and if we just throw procedures at them, they won’t understand the concepts involved, so we need to strive to teach both.

1. Identify 2 noticings.

Students in conceptual focused classrooms gain both conceptual understanding and skill with procedures.

Teachers should practice distributed practice, where students practice on smaller sets of carefully selected problems and receive feedback on them.

1. Identify 2 wonderings.

I wonder how I can help students gain conceptual understanding before using procedures in my current unit.

I wonder how I can modify my assignments to give them a smaller set of problems while still allowing students to apply concepts to a number of different scenarios.

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Activity #3
Golden Line:
"When procedures are connected to conceptual understanding , students are better able to retain the procedure and make more appropriate decisions in how they apply them to new situations.  "
2 Noticings:
a)  I do notice that my students do not recall information very well, and I am heavy in procedural information when teaching and would love to introduce more conceptual thinking to chapters.
b)  I do notice that selecting a few choice questions for homework does tend to help with procedural fluency.
2 Wonderings:
a) I wonder where I can get good relatable conceptual ideas to give to students and not have to create them myself.
b) I wonder how much students will struggle with the conceptual side and if it will truly really help make connections or not.

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I did an activity involving estimating square roots. I posted the question to the entire class and allowed them to work individually for a few minutes. Observation 1-students worked very hard on the problem. I heard many of them guessing and checking. After the first few minutes I allowed them to work in groups. Observation 2- I heard a lot of aha moments once they started working together. After I let them work for awhile in groups I gave them a little guidance on things to multiply. Observation 3-Most of the students got very close to the correct answer. Observation 4-almost everyone did it the same way.

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I had students work in groups of 3 to 4 people.  We introduced fractions, specifically adding and subtracting.  Students had poster size sheets of paper to answer a problem.  I provided manipulatives to each group so they could answer the question in different ways.  I asked them to solve the problem and provide me the process in which they obtained the answer.

Observations
1. Students tended to use the manipulatives more than paper and pencil to solve the problem.  Students that are at a higher level are able to achieve the answer without them.

2.  The same students that tend to participate more in class were the students who led each group.  I had less participation from students who don't participate as much.   However, I felt their engagement throughout the process was better than having me talk in front of the class.

3. Even though I was introducing fractions students still used some critical thinking in trying to get the answer.  I enjoyed having them talk to their classmates in trying to obtain an answer.

All in all it was a decent start. It was a good way to incorporate the lesson.

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a. Students were not just given the equation and/ or steps so they had a better understanding of the procedure and the why behind the methods. Students were still able to solve quadratic functions, they just know more about the why in picking a method, and even how the method works.

b. Instead of making her students complete 30 problems where it told them exactly which method to use, she made them decide which method seemed like the best option, and then even had them explain why they chose it. Again reinstating how important the procedure is, and not necessarily just the answer.

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I had my students complete a linear model in groups of 5.  Each group was given a different relationship with an independent variable and a dependent variable.  Their goal was to gather data, create a linear model that described the linear relationship their group was given, show that their model worked by comparing by values that came from the model with actual values they measured and then make a prediction about their relationship.  One example was a Bungee Jumping Barbie.  The independent variable was the number of rubber bands attached to Barbies ankles and the dependent variable was how far Barbie would drop.

Student Engagement:  Students came into the project after studying how to write linear equations given two points.  They jumped right into gathering the data.  They were challenged to come up with seven data points.  Some students struggled when it came time to find a linear model.  Their rates of change were not exactly consistent so most groups decided to find all the rates of changes from their tables and then average them.  Several groups were frustrated when I told them I did not know the answer for their prediction.  For example the Bunjee Jumping Barbie group was supposed to predict the number of rubber bands needed to have Barbie bungee from the monument on mound and get as close to the ground as possible.  They needed to get online and find the height of the monument and convert it to cm

Content Learning:  I feel like this activity allowed them to take prior knowledge of writing equations from two points and using it in a different way, a table.  It was nice in one group who discovered their model did not work.  They needed to figure out why and after some time realized they divided the change in x over the change in y

Student Critical Thinking:  One group that did a cup tower (independent variable is the number of cups and dependent variable is the height of the tower) had a great discussion about how the slope was the lip of the cup and the y-intercept was the base of the cup without the lip.

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We are working with squares and square roots.  After working with perfect squares up to 625, we started to discuss estimating square roots.   We began with estimating the square root of 800.  The goal was to estimate as accurately as possible to 2 decimal places without using a calculator.
Many students recognized that the number will be greater then 25 because of prior knowledge.  Students were actively engaged in narrowing the number to somewhere between 28 and 29.  Then the fun began!  They had fun going to one decimal place and seeing how close the could get.  Many got to 28.3.  At that point many thought that was close enough.   Some students went farther and tried narrowing the answer to the hundredths.   Some even went to the thousandths place.  They began having a competition to see who could go the farther.

We then had a class discussion about their plan of attack with this problem.   Many kids shared how they attacked this problem.  A few stated they originally started with 40 x 40 and soon realized they were not close!  Some realized quickly that 30 x 30 is 900 and worked down from there.  Others noted that 25 x 25 was 625 worked up from there.
Once the realized it was between 28 and 29 they then began squaring 28.5.   Eventually coming to 28.3.   From there, they started in the hundredths place with 28.35 and worked from there.
The class discussion went from there. I loved the involvement of all students and their ability to share how similar and or different they each solved the problem.

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I've being teaching fractions. My students really struggle with number sense with fractions/decimals. We have used models, and I have encouraged them to come with many different ways to solve problems. We have used these problems as anchor problems to help with more complex problems.

My High Ability Math has embraced coming up with many different pathways to a solution, but when I give them a "tough" problem that they can't figure out quickly, many of the give up. So we are working on persevering and trying for find pathways into a tough problem using those anchor problems and multiply pathways to solutions. It's a work in progress.

I also used the strategy where they have to look at a pretend student's work and prove that they are right/wrong with diagrams, words and calculations. That was very meaningful with subtracting mixed numbers with renaming, since most of them would have agreed with the wrong answer if they just used an algorithm (incorrectly).

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I chose to do the border problem with two of my classes. I am familiar with the border problem from student teaching and thought it would be good to introduce our unit on linear relationships. Next year, this will be to introduce our unit on expressions. We recently finished our unit on expressions and the students struggled, so I was hoping this would help them conceptualize where an expression comes from. I had my students in groups of 4 or 5 and showed the grid above for about 15 seconds. I then had several jamboards set up (I've never allowed the students to collaborate on jamboard). I showed the jamboards on the screen as a visual. In my first class only about half the students were engaged. I noticed I struggled with my questions (an area I'm trying to work on) I think if my questions were more purposeful or engaging I would have had more engagement. The last class all groups were engaged however that class is a very large group so they struggled staying on task. At least one person from each group was able to come up with a method that they explained to the class. I really enjoyed doing this activity as it is one of my favorites. I will be utilizing this activity as an introduction to expressions.

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I gave my students a Desmos activity that required them to create the line of the graph through two points.
+  Prior Knowledge was graphing in slope intercept form.
1)  Student Engagment:  I had students that were really trying and then I had students that didn't care and once they couldn't figure it out they kind of just stopped or relied on others in their group to figure it out.
2)  Content:  They did have to figure out the equation of a graph from two points, which we had not done yet.  The prior knowledge though is that they knew what slope intercept form was as well as find slope from a graph.  Students at first were just using guess and check until they figured out it is easiest to do in slope intercept form.  I did hear some good vocab, but a lot of "I have no clue what I'm doing."
3)  Critical Thinking: I personally feel like with students working in groups, I gave them 5 minutes to work on their own and then they could work with a partner. I felt like 1 student in the group was the critical thinker and the rest piggy backed off of the idea.

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I had an intro lesson into a placebo in AP Stats- students watched the placebo effect happen in a video with no introduction, afterwards I asked them "What did you notice? What are some problems with the experiment we just watched?, Using tools we already know propose a solution to the issues we just found"
- Students were able to come up with the concept of a placebo, blinding during an experiment, and a control group, just not necessarily the words themselves.
- It felt like just a couple of students came up with concepts and answered them, while others sat back and were fine with letting them be the critical thinkers in the class.
- I would have loved to maybe try to run an actual experiment in my class where I have a placebo in effect instead of just having them watch a video, but I did not think about it until afterwards... :/

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Give more tasks that promote reasoning (allow the struggle), and have students express their thinking more to explain their process (verbally and in writing).

We need to meet in vertical teams to find out which standards are essential for us to teach in more depth in 6th grade and what we can let the upper grades take the lead on.

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Pose Purposeful Questions
Teaching Through Representations

How best to have students retain knowledge from year to year

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Use evidence of student thinking
Meaningful mathematical discourse

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#1: state standard to stating your expectations - I have a hard time explaining and helping students understand the why behind a problem and focus too much on the how you solve a problem.

#6: have students figure out the ways to answer the question instead of automatically telling them - I have a tendency to ask questions over and over and have students solve as many as they can because "practice makes perfect".

- Help me come up with meaningful tasks to have my students explore on their own. Possibly implementing stations into each lesson.

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1. Support productive struggle in learning mathematics.
2. Implement tasks that promote reasoning and problem-solving.

Give more department time to go over strategies that work in the classroom.

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From routine to reasoning tasks- More exploratory tasks to start a lesson.

Pose purposeful questions- Give answers and ask students to explain how to get there.

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Provide tasks to promote problem solving

Better use and understanding representations

Would love to have time for vertical departments.

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-Pose purposeful questions
-Facilitate meaningful mathematical discourse
Giving each other examples of what has worked/not worked. Discuss ways to get all students involved in discussion...

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Implement tasks that promote reasoning.
Establish mathematical goals.

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- Building fluency from conceptual understanding
- Use and connect mathematical representations

Working together to build the processes in which students can discover instead of be given.

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1)  purposeful questioning
2)  facilitating discourse.
We could discuss how to get ALL students to join in a discussion.  Too often I get nothing or "i dont know... I suck at math"

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1) Implementing Tasks
2) Productive Struggle

I would like to have examples or work on building a a good representation of implementing tasks that we can build around. to implement in our classes, and have time to work as a department to build a curriculum around tasks.

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use and connect math representations                                pose purposeful questions  

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use and connect math representations                                pose purposeful questions  

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Help me be able to connect more math to the real world and help me with deeper questioning.

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Learn how to reach my struggling learners more effectively.

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I would like to get to know everyone. Well most of you :)

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One goal for today is to take something from today and apply it to the classroom

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Looking forward to learning some new things today. It also great to get together with the math teachers!

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Get to know all of the MS math teachers better... as we sit split across the room...

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My goal for today is to learn some valuable information I can utilize in my classroom!

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One goal for today is to get to know the math teachers better and get a feel for what to expect in the near future.

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My one goal is learn some new ideas and techniques to use in my classroom.

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On the boat, sporting Purdue gear - two of my funtime loves.

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HS math, AP Stats and ALgebra 2

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Understand how I can use the 8 Math Teaching Practices in my classroom.

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I like math because I like to figure stuff out. Math makes things work.

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Understand how I can use the 8 Math Teaching Practices in my classroom.

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My goal toady is to learn some new techniques that I can implement into the classroom!

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I am an 8th grade Teacher at AMS. I am a first year Teacher but have been in education for several years.

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My goal for today is to walk away with a better understanding of the 8 Math teaching practices.

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I teach 6th grade math. This is my 13th year in 6th grade.

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My goal for today is to walk away with a better understanding of the 8 Math teaching practices.

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On my boat, with Purdue gear - two of my fun loves.

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7th Grade Math

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I have been teaching math at AHS for four years. This subjects include Algebra 1, 2, Geometry and Calculus. I have one year old twins, and I am currently getting my master's degree.

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This is Dave Panning and he teaches algebra and math 8 at AMS

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I am CourtneyTuttle and I teach at the high school. I teach Algebra 1 and Geometry.

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I am an 8th grade math teacher at AMS! This is my first year teaching but I have always been a part of the MSD School District as I graduated from here in 2015.

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I would like everyone to leave today's session with one new idea or belief about teaching math.

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Math is as super as a super hero

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I am the director of Professional Learning at CIESC/Keep Indiana Learning. I used to teach high school math, everything from general math to calculus. I have been providing professional development to teachers for 17 years and it is my favorite thing to do.