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Makes me more aware of students lacking confidence in their own mathematical thinking

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Makes me more aware of students lacking confidence in their own mathematical thinking

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It was great to talk it out and listen to the other strategies and models being used.

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Doing math from a learner's stance will help me to really think about the many ways that problems can be solved and even try solving them in different ways from my initial process.

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Doing math from a learner's stance will help me to really think about the many ways that problems can be solved and even try solving them in different ways from my initial process.

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It gave me lots of different ideas and entry points that I did not think of.  It allowed me to see the problem in different ways.  It showed me how much a benefit it is for learners to see other ways to solve problems and think about problems.

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It gave me lots of different ideas and entry points that I did not think of.  It allowed me to see the problem in different ways.  It showed me how much a benefit it is for learners to see other ways to solve problems and think about problems.

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I try think of math or any tasks from a child's perspective. So doing math as learner's stance impacts me open up problems to any solution or strategy approach.

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I try think of math or any tasks from a child's perspective. So doing math as learner's stance impacts me open up problems to any solution or strategy approach.

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Collaborating made learning about different students' preferred modality which supports knowing students well and incorporating various strategies.

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Doing math from a learner's stance makes me remember that problem solving and math sometimes make me overwhelmed and nervous. This reminds me that this might happen with my students and I need to work on making sure they see themselves as capable problem solvers.

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it was nice to see different mathematical strategies and thought process as well as engaging in math discussion.  It made me think a little differently about the problem

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it was nice to see different mathematical strategies and thought process as well as engaging in math discussion.  It made me think a little differently about the problem

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It allowed for collaboration and the flow of learning. I got ideas from colleagues on how to solve. This really helped me to think through the process.

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It allowed for collaboration and the flow of learning. I got ideas from colleagues on how to solve. This really helped me to think through the process.

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It allows me to share and talk about the ways each other thinking. Team work can really help me to learn and become a better problem solver.

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It allows me to share and talk about the ways each other thinking. Team work can really help me to learn and become a better problem solver.

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As adults, first we were interested in what the solution was. then we began to work together and look at the process and how everyone had different ideas as to how to solve the problem. We learned from each other.

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As adults, first we were interested in what the solution was. then we began to work together and look at the process and how everyone had different ideas as to how to solve the problem. We learned from each other.

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everyone had a different approach... a few gave up pretty quickly. some approached it with confidence bc they think of themselves as "math people". It was helpful to everyone to hear other people's process and ideas and sparked new ideas to help solve.

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It's great to collaborate and see all the different ways that my colleagues do the math

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I believe it is extremely important to go through the process of solving the math problem before having students tackle them.  Understanding the process is the key to learning.  Working with colleagues help to open opportunities that I did not see which might help me for the next problem.

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When I tried to solve the problem I was able to think about how I was solving and how the students might approach the problem.  Gave value to other approaches.

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When I tried to solve the problem I was able to think about how I was solving and how the students might approach the problem.  Gave value to other approaches.

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Doing math with colleagues gave me an opportunity to hear and see other ways to approach the task.

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Doing math with colleagues gave me an opportunity to hear and see other ways to approach the task.

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Doing math with others helps me see other ways of approaching a problem.
Doing math from a learner's stance is extremely beneficial as a teacher because it help me anticipate where students might need more support and any misconceptions that might come up

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Allow time for each grade to share their thoughts- to see how each grade would introduce this task, help the students to think about the process.

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It allows me to think critically about how to apply this type of thinking across grade levels

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It allows me to think critically about how to apply this type of thinking across grade levels

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It is fun and engaging to do a math problem with colleagues. I like figuring out problems better with others .

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It is fun and engaging to do a math problem with colleagues. I like figuring out problems better with others .

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It was interesting to discuss math with colleagues because we could see or gain different thinking or strategies toward same problem.

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It was interesting to discuss math with colleagues because we could see or gain different thinking or strategies toward same problem.

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The teachers were hesitant to attempt the problem at first and were very focused on trying to "do it right"

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It was interesting to collaborate with colleagues.  Everyone had a different strategy and process.

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It was interesting to collaborate with colleagues.  Everyone had a different strategy and process.

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I had a difficult time doing math with colleagues because I need time to sit with a math problem and think about it. I needed time to get it right in my head before discussing it. However, I am a slower math "thinker" and others were attacking it much quicker and I never got the hang of the problem. As a teacher, it really made an impact on me to figure out how to accommodate the slower thinkers in my classroom.

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I had a difficult time doing math with colleagues because I need time to sit with a math problem and think about it. I needed time to get it right in my head before discussing it. However, I am a slower math "thinker" and others were attacking it much quicker and I never got the hang of the problem. As a teacher, it really made an impact on me to figure out how to accommodate the slower thinkers in my classroom.

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It was interesting to see how everyone's thought process was so different. They thought of ways to solve that never occured to me.

I feel like I have gotten stronger with certain math skills after switching my own math mindset from finding the answer to understanding how everything connects and why we get to the answer.

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I realized how much time I needed to read and understand the question. And then more time to try out different strategies until I found one that worked. 

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I realized how much time I needed to read and understand the question. And then more time to try out different strategies until I found one that worked. 

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It was a great opportunity for me to gain more confidence in my math abilities

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It was a great opportunity for me to gain more confidence in my math abilities

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got many ideas from different grades on how to begin to tackle that would differentiate the instruction

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It was interesting too discuss different approaches with colleagues. This highlighted the importance of this collaboration time for us and students.

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It was interesting too discuss different approaches with colleagues. This highlighted the importance of this collaboration time for us and students.

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It was interesting to experience a collaborative learning opportunity with my colleagues. It allowed me to gain insight into other learning styles. 

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It was interesting to experience a collaborative learning opportunity with my colleagues. It allowed me to gain insight into other learning styles. 

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Doing math with colleagues allows me to compare, contrast, discuss and learn instructional approaches. Experiences of others confirms my experience

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Doing math with colleagues allows me to compare, contrast, discuss and learn instructional approaches. Experiences of others confirms my experience

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I think the interesting thing is always to hear from others and how they solved - especially or particularly when they solve a problem a different way. When we think about that, those differences, and the changes we may make to our own thinking, it's helpful to be in the stance of our students.

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Always interesting to see different strategies and models. Deeper conversations are easier to have.

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Always interesting to see different strategies and models. Deeper conversations are easier to have.

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It gave me a chance to confirm that I was on the right track with my work

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It gave me a chance to confirm that I was on the right track with my work

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Doing the math with my colleagues was a confirmation that even we don't approach problems in the same way. So, why expect students to think the same way?

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Doing the math with my colleagues was a confirmation that even we don't approach problems in the same way. So, why expect students to think the same way?

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Doing math with colleagues  allows me to see things in a different lens, others ways of thinking

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Doing math with colleagues  allows me to see things in a different lens, others ways of thinking

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Teachers as Learners/Learners as Teachers

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Teachers as Learners/Learners as Teachers

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When teachers try doing Math before the lesson, they are more aware of possible solutions and misconceptions that students might have. With this awareness, teachers can more purposefully ask students to share out and take ownership of the math, and direct the conversation this way because they know what to expect.

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It was a great way to see different ways of thinking and solving the problem.  

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It was a great way to see different ways of thinking and solving the problem.  

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It was interesting to discuss different ideas and methods in solving the problem. I felt focused on trying out different strategies myself and needed time to process for myself before sharing and hearing what others did.

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It was interesting to discuss different ideas and methods in solving the problem. I felt focused on trying out different strategies myself and needed time to process for myself before sharing and hearing what others did.

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It was interesting to see everyone's math thinking and how each of my colleagues had a different process when solving the problem.   

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It was interesting to see everyone's math thinking and how each of my colleagues had a different process when solving the problem.   

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Giving myself more time to solve and going deeper into the problem to find more solutions helped me discover more patterns and more areas for discussion.

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Doing math with colleague gives me another lens that I may not have had. And doing math from a learner's stance gives me more than one way to do the math and try to figure out how my students will do it.

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Doing math with colleague gives me another lens that I may not have had. And doing math from a learner's stance gives me more than one way to do the math and try to figure out how my students will do it.

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It was a great opportunity to see how others see the same problem.  There were those "ah, I didn't see that" moments.  Working out a problem as a "learner" gave me the chance to relate to how my students would feel and work.  Some dive right in, reworking as they go.  Some think, and rethink, before they actually start the work.

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It was a great opportunity to see how others see the same problem.  There were those "ah, I didn't see that" moments.  Working out a problem as a "learner" gave me the chance to relate to how my students would feel and work.  Some dive right in, reworking as they go.  Some think, and rethink, before they actually start the work.

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Doing math from a learner's stance allows me to understand the different entry points that my students will have for a given number story. It allows me to anticipate common misconceptions and models they will use.

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We talked through the process as colleagues and teachers. It was a fair and open minded experience. If someone wasn't sure about how to solve others helped that person. The power of team work is amazing!

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I really enjoy the collaborative process.  It helps me think about math tasks in ways I have not thought about before. I believe doing math from a learner's stance allows me to be mindful of a students's need for think time and time to process what the task is along with working out the steps.

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allows for me to see possible misconceptions

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allows for me to see possible misconceptions