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Teaching and Learning Practices Practices

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Teaching and Learning Practices Practices

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3-8 MEA Probes -,Strand,Standard,Description/Link to Probe,Sample/Released Item,Additional Resources,Description
3,Geo,CCSS.MATH.CONTENT.3.G.A.1,

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will be posted here

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The Global Strategy Stage Interviews

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Math Reasoning Inventory

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To help you review the MRI Interview questions, the Question Screens display how each question appears on the computer. The Question Cards display the questions as you show them to students. Each Written Computation section displays the four problems that students solve with paper and pencil. All are in PDF format for printing.

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Individual Knowledge
Assessment of
Number

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Screener

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I've been working on a few books to give teachers (and parents) activities to help build number sense and develop flexibility with their addition facts. It is one of my goals for the summer to complete them, but in the meantime I will be posting an activity each week. This isn't just to get you interested in the books...I am doing it because a friend of mine asked me to give her some ideas and activities to help her 2nd grade child who is struggling with math. My belief is that most kids who struggle with math do so because they don't have a solid foundation to build all of mathematics off of, and that foundation starts early. Everything you find out there about what number sense is, gives a general idea...like "fluidity and flexibility with numbers" (Gersten & Chard, 2001). That is nice but it doesn't give teachers any idea on how to help kids develop it. I think Van de Walle (2014) found the Holy Grail of Number Sense. In Teaching Student-Centered Mathematics Grades Pre K-2 (aka my Math Bible), Van de Walle mentions four Number Relationships that kids need to build around the numbers up to 20 (in previous editions of the book it was numbers up to 12, but the recent edition says up to 20), but the more I work with these four ideas I've come to see that they need to be developed for all numbers (details on that in a future post). I firmly believe that if we help build these four ideas around all numbers that kids will be able to work fluidly, flexibly, and fluently within all areas of mathematics:

Spatial Relationship - recognizing how many without counting by seeing a visual pattern.

One and Two More/Less - this is not the ability to count on two or count back two, but instead knowing which numbers are one and two less or more than any given number.

Benchmarks of 5 & 10 - ten plays such an important role in our number system (and two fives make up 10), student must know how numbers relate to 5 and 10.

Part-Part-Whole - seeing a number as being made up of two or more parts.

So, my first weekly activity to give you are my ideas on how to assess whether or not kids have these four relationships built around numbers. That way you know which of these relationships kids need to work with more. This Number Sense Assessment and the forthcoming weekly activities will be focusing on numbers 0-20...they would need to be modified for larger numbers but the general ideas still remain. As you give this assessment to children, feel free to report back on what you learned about the child and post any questions you have in the comments.

Send me the Number Sense Assessment download

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I've been working on a few books to give teachers (and parents) activities to help build number sense and develop flexibility with their addition facts. It is one of my goals for the summer to complete them, but in the meantime I will be posting an activity each week.

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The Maine Mathematics and Science Alliance administers three listservs. The listservs are used to provide information about science, technology, engineering and mathematics that may be of interest to members, primarily educators in the fields of science, math, engineering, and technology. MMSA posts information about MMSA's programs, products, and services, as well as other resources. Other groups, including K-16 educators, afterschool providers, nonprofit math and science organizations, state and federal agencies, scientists, and mathematicians may post information on our listserv if it is directly related to supporting science, technology, engineering and mathematics teaching and learning. Commercial companies and independent consultants generally may not post to the list. The list is used to share information about:

Statewide and national updates regarding science and mathematics education

Content-based information in science and mathematics

Curriculum, instructional, and assessment resources

News from state and national professional organizations

Opportunities to network with other K-16 educators

Free resources in science and mathematics

Grants and other funding opportunities

Professional development in science and mathematics

Leadership opportunities

Attachments are strongly discouraged; please provide a link to the information if possible.

To post your information to the listservs you must be a subscriber and the post must meet the above criteria. If you have questions please send an email to the moderator. If after posting you do not wish to remain on the list, please use the same link to unsubscribe.

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The Maine Mathematics and Science Alliance administers three listservs. The listservs are used to provide information about science, technology, engineering and mathematics that may be of interest to members, primarily educators in the fields of science, math, engineering, and technology. MMSA posts information about MMSA's programs, products, and services, as well as other resources.

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National Center on Intensive Intervention

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National Center on Intensive Intervention

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Page not found | National Center on Intensive Intervention

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Best Practices in Mathematics Intervention

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Best Practices in Mathematics Intervention

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Jo Boaler Online Course Option

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This lesson introducing the brain science and mindset research and includes a video interview with Professor Carol Dweck.

Brain Plasticity

Mindset

Smart & Gifted Labels

Interview Prof Carol Dweck

Lesson 2. Setting Up Class
This is the first lesson that begins to unpack our teaching intervention. I start with sharing some fascinating brain research on compression, before introducing our teaching ideas from the first lessons and describing the way we set up our teaching and the students' learning.

Compression

Conceptual learning

Journals

Low Floor High Ceiling Tasks

Number Talks

Making Conjectures

Lesson 3. Open, Creative, Visual Mathematics
This lesson introduces important new research on the importance of visualizing mathematical ideas. It also shares a fascinating set of lessons in which the students were stretched with a complex visual task that encouraged important brain connections.

Brain Connections

Number Lines

Finger Research

Painted Cube Task

Prof Maryam Mirzakhani

Lesson 4. Mistakes and Challenge
This lesson introduces research showing the importance of struggle, challenge and mistakes for brain growth. We also hear from Steve Strogatz talking about some of the mistakes important to the history of mathematics. This lesson introduces an important set of lessons on algebraic thinking and considers ways to plan lessons for important mathematical ideas.

Prof Steve Strogatz Interview on Mistakes

Dealing with Classroom Mistakes

The Border Problem

Speed and Performance Pressure

The Backwards Teaching of Algebra

Big Ideas & Curriculum Planning

Challenge

Lesson 5. Productive Group Work & Class Discussions
This lesson considers the best ways to group students for productive mathematical discussions. Our students told us that the groupwork was one of the best parts of their lessons, but that groupwork in their school classrooms didn't work. What was the difference? This lesson considers ways to encourage productive small group work and whole class discussions.

Productive group work

Mathematical discussions

Convince and be a skeptic

Whole class discussions

Graphing sequence

Embodied Cognition - walking the graph

Lesson 6. Mathematical Freedom
A goal we should all have for our teaching is letting students think feely about mathematics, encouraging important brain growth and learning. How do teachers set this up for students? It includes paying attention to many parts of teaching - including how students sit, record ideas, learn new ideas, discuss, and how long they spend on tasks. This lesson considers all of these ideas and also shows an amazing case of change, for a Latina girl who hated math. This lesson also shows different ways to work with any curriculum questions and open them to encourage brain growth and learning.

Prof Steve Strogatz Interview

Freedom - organizational

Freedom - mathematical thinking

A case of transformation

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This lesson introducing the brain science and mindset research and includes a video interview with Professor Carol Dweck. Brain Plasticity Mindset Smart & Gifted Labels Interview Prof Carol Dweck Lesson 2. Setting Up Class This is the first lesson that begins to unpack our teaching intervention.

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Working with Students who Struggle in Mathematics

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Home Page

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At youcubed, we inspire, educate and empower teachers of mathematics, transforming the latest research on mathematics learning into accessible and practical forms.