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What are the big ideas in math?

How can we provide exposure, experience, learning opportunities and mastery opportunities in our classrooms?

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Teaching and Learning in South Australia

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The Big Ideas in Number by Professor Dianne Siemon (full version)

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As a school, we will be working to develop and enrich our math classrooms. The hope is to grow and learn together as a staff, have time to share and work together, and to make more efficient math classrooms. We will be exploring Big Ideas in Math to help reduce the math programming anxiety, teaching with big ideas in mind, creating rich math tasks and assessment of math processes and concepts.

This is an opportunity. This is not intended as a make work project but as an opportunity to learn and grow with your peers. Please see me if you are concerned about this opportunity or if you have another area of your practice you feel needs to be triaged at the moment.

The plan is to spend 30 - 45 minutes of the next 6 staff meetings working with your peers to develop stronger and more efficient math classrooms. Yes, there will be 'homework' but we hope it is minimal and valuable to your daily practice.

Let's get growing! Please take a moment to read the article above before our next meeting. Bring your math curriculum please!

Thank you for bringing your positive attitude and growth mindset to this session.

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What are the strategies you use in your classroom now that support conceptual learning?

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Jo Boaler on the Good and Bad of Mathematics Education

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Ok, not a lot of time here, but take a look at this chart from the Ontario Mathematics curriculum. Take some time with your grade partners to create your grade big ideas map, similar to those in the article you read.

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Today we will quickly review big ideas and conceptual thinking in math and then dive into what math learning can look like.

Although Jo's conversation is not based in Canadian terminology, the ideas still resonate. Thoughts?

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What are the big ideas in maths with Jo Boaler

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Rich Learning with Dan Finkel | Part 1: Introduction

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You have 1 minute to write down all the complaints, concerns or maybe even positives from this idea of rich tasks. Circle ONE that needs to be addressed before you can move forward.

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Set the hour, minute, and second for the online countdown timer, and start it. Alternatively, you can set the date and time to count till (or from) the event.

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Let's break into groups and manage those concerns.

Concerns I assume:

Engagement of students - look at classroom environment - Classroom manager lead from school - pre-planned of course

Special Education concerns - look at multiple entry points - meet with DLRT

Behaviour concerns - meet with principal

Resources - meet with math lead

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Take a look and keep some of this in mind before you set to work.

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Rich Learning with Dan Finkel | Part 3: Productive Struggle

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With your grade partners, create a rich task you can do in your class. Be prepared to share observations and data next session.

Math leads, principal circulate to support

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Do you have enough to take this back to your classroom and do it?

Next session we are looking for observations on how it went.

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Time to share your observations with divisional teams.

What went well? What would you do differently?

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Let's look at this question together.

Discuss the level of question.

Explore the math achievement chart.

https://www.dcp.edu.gov.on.ca/en/curriculum/secondary-mathematics/courses/mth1w/assessment-and-evaluation

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At this point I would hope we have groups forming by interest, buy in, skill, etc.

Group as needed and create new tasks that have an opportunity and output for assessment of learning.

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Rich Learning with Dan Finkel | Part 3: Productive Struggle

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Let's take a look and discuss the ideas here. Build permission to assess process and thinking rather than simply correct answers.

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Meet in division groups and share level 2 and level 4 work/conversation/anecdotal notes. Agree? Disagree? The conversation is what matters here. We will ask for you to share one highlighted discussion at the end. Make notes:)

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Please complete at your earliest convenience 

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Please complete at your earliest convenience 

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Please reflect on the learning cycle this year.

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Have each group share one discussion point from division meeting.