# data[].attributes.body
I am curious about the balance of physical tools used this year with all the digital tools that PPS provides, and how students are going to be able to use physical tools with perhaps not actually touching them.

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Communicating precisely and using clear definitions in discussions with others takes practice! It involves an "I do," "We do," "You do" approach and even then it is challenging for students who speak languages other than english. If we start this when students are in Kindergarten and collaborate with grade level teachers above and below our given grade level we may be able to come up with ways to practice with students in more effective ways. What works for one school, teacher, class, or individual student varies greatly.

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Communicating precisely and using clear definitions in discussions with others takes practice! It involves an "I do," "We do," "You do" approach and even then it is challenging for students who speak languages other than english. If we start this when students are in Kindergarten and collaborate with grade level teachers above and below our given grade level we may be able to come up with ways to practice with students in more effective ways. What works for one school, teacher, class, or individual student varies greatly.

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Being aware of their strengths reminds me of asset-based teaching/learning.

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young students may use objects or pictures to see and solve a problem

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young students may use objects or pictures to see and solve a problem

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Understanding that 2+3 is the same as 1+4, one isn't any better than the other - perspective.

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Understanding that 2+3 is the same as 1+4, one isn't any better than the other - perspective.

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Self-awareness component would require explicit instruction or modeling for some.

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Having students struggle to solve a math problem is something we need to teach.  Embrace the struggle and try new things, don't just give up or head to the teacher

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Having students struggle to solve a math problem is something we need to teach.  Embrace the struggle and try new things, don't just give up or head to the teacher

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Take on others' perspectives and being able to see the solution from another point of view. 

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Take on others' perspectives and being able to see the solution from another point of view. 

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Use what you know and then work with strategies, instruction and help to solve a problem.  

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Use what you know and then work with strategies, instruction and help to solve a problem.  

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Models are so important for all types of learners, and I have some questions about how to effectively give students options to connect their learning while in distance learning. 

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Models are so important for all types of learners, and I have some questions about how to effectively give students options to connect their learning while in distance learning. 

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Making sense of a problem involves understanding what you already know and what skills your already have to solve the problem.

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Making sense of a problem involves understanding what you already know and what skills your already have to solve the problem.

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Attending to precision requires a clear, intentional focus, and the ability to reason with one's self.

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Notice: Students make sense of quantities and their relationships in problem situations. It includes understanding of every part of the problem: numbers, symbols,  units, sense and what it means when put together. 

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Notice: Students make sense of quantities and their relationships in problem situations. It includes understanding of every part of the problem: numbers, symbols,  units, sense and what it means when put together. 

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Understanding the concept of a math problem and relating it to other problems helps them to evaluate their finished work and see if their answer makes sense.

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Kids know what works best for them and have to tools available to utilize that particular strategy.

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Kids know what works best for them and have to tools available to utilize that particular strategy.

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The teacher needs to not only teach to standards but also foster a sense of trust and belonging.

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The teacher needs to not only teach to standards but also foster a sense of trust and belonging.

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Meeting frustration and moving through that frustration to solve the problem.

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Meeting frustration and moving through that frustration to solve the problem.

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Students should use multiple representations 

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Students should use multiple representations 

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They should be able to represent the mathematics in more than one way.

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Knowing that making mistakes is part of the road to growing and learning. Seeing that not as a failure but as the process

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Knowing that making mistakes is part of the road to growing and learning. Seeing that not as a failure but as the process

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"Students at all grades can... ask useful questions to clarify or improve the arguments." Staying curious is extremely difficult, especially when you think you're right. This skill can be learned in math and translated to all other areas of a student's life.

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Group work can really make real life problems come alive for students.  Looking forward to using break out rooms with small groups to measure and compare each others' rooms or figure out share problems.

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Group work can really make real life problems come alive for students.  Looking forward to using break out rooms with small groups to measure and compare each others' rooms or figure out share problems.

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Choosing the most efficient tool for a math problem means kids know their learning style and take ownership over their learning.

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Knowing when they are stuck, resisting the urge to just jump in but instead taking time to make sense of the situation. All self-management and knowing yourself and your strengths.

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I notice SMP #6 involves clear communication, which relies heavily on SEL skills: speaking and listening, taking perspective, etc.

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Working towards that metacognition in both math and reading - "does this make sense?" crosses all subject areas

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With our students learning from home, we can be creative with the models we present and can be inspired by household items and situations that involve mathematics.

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With our students learning from home, we can be creative with the models we present and can be inspired by household items and situations that involve mathematics.

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We have a whole new set of tools for our students to use in online learnin

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We have a whole new set of tools for our students to use in online learnin

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Persistence is so tricky for some students, and then it can affect the perception they have of themselves. So as a math educator, I should be careful with scaffolding so that students can quickly feel that sense of accomplishment, and understand that they can do great math work. Then we can build upon those successes.

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Persistence is so tricky for some students, and then it can affect the perception they have of themselves. So as a math educator, I should be careful with scaffolding so that students can quickly feel that sense of accomplishment, and understand that they can do great math work. Then we can build upon those successes.

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Reason - constructing a theory and a plan.  This is high level stuff that students are doing, and can only do if they feel safe to explore options and try things out.  Celebrating mistakes and sources of information rather than reflections of deficits. 

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Reason - constructing a theory and a plan.  This is high level stuff that students are doing, and can only do if they feel safe to explore options and try things out.  Celebrating mistakes and sources of information rather than reflections of deficits. 

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Understanding what mathematical symbols mean

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Understanding what mathematical symbols mean

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Instead of simply jumping into their own solution attempts, students discuss the problem together before deciding how to approach it. In doing so, they demonstrate good relationship skills by listening and responding well to one another. They expound upon and clarify each other’s questions and comments, ask follow-up questions of one another, and clarify their own questions when they recognize that their question has not been fully addressed.

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Instead of simply jumping into their own solution attempts, students discuss the problem together before deciding how to approach it. In doing so, they demonstrate good relationship skills by listening and responding well to one another. They expound upon and clarify each other’s questions and comments, ask follow-up questions of one another, and clarify their own questions when they recognize that their question has not been fully addressed.

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There are online tools available such as Algebra Tiles.  Online tools might be useful.  Also tools can be made with something students have at home.

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There are online tools available such as Algebra Tiles.  Online tools might be useful.  Also tools can be made with something students have at home.

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This couples well with project-based learning (PBL). I'm having a difficult time imagining how to create this virtually with 3rd graders. 

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This couples well with project-based learning (PBL). I'm having a difficult time imagining how to create this virtually with 3rd graders. 

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There is also the concern of access to tools to model, which goes with SMP #5.

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Students think about the problem and are able to understand the meaning of what is being asked to solve.

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Students think about the problem and are able to understand the meaning of what is being asked to solve.

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about the steps to be taken before jumping in and starting.

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Tools can be made (manipulatives) and choosing tools can be a gamelike atmosphere

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Tools can be made (manipulatives) and choosing tools can be a gamelike atmosphere

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Always link concepts to relevant, real life applications and modeling visually

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Always link concepts to relevant, real life applications and modeling visually

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How can I best support students with individual goal-setting?

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How can I best support students with individual goal-setting?

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We usually rely heavily on sharing a mathematical tools in class either either, pencils, 10 base blocks and other objects.  Students usually build confidence and trust to each other by doing so.  How can we encourage and adequately support students access to mathematical tools in DL?

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We usually rely heavily on sharing a mathematical tools in class either either, pencils, 10 base blocks and other objects.  Students usually build confidence and trust to each other by doing so.  How can we encourage and adequately support students access to mathematical tools in DL?

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Self-reflect and self-motivate by recognizing the need to improve and work toward goals

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Self-reflect and self-motivate by recognizing the need to improve and work toward goals

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Looking at problems in different ways and being comfortable with choosing methods that work for them.

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Looking at problems in different ways and being comfortable with choosing methods that work for them.

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I notice that the SMP specifies "mathematically proficient students" can make assumptions and be comfortable revising later.

I wonder if pointing that out to my students will motivate them to estimate, round, guess, etc. first before working on the problem to solve.

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Thinking about the approaches/strategies of others is the mathematician's version of empathy. (SMP#1 = SEL)

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How can we use visual aids to help students think more abstractly?

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How can we use visual aids to help students think more abstractly?

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Teaching talk moves will support this learning as well as mindful listening

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Teaching talk moves will support this learning as well as mindful listening

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be able to read and comprehend information

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be able to read and comprehend information

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Using models, students can solve real-world problems, then reflect on their work. With concrete models, students can decide if this model worked for them, or if they could solve the problem easier using a different model.

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Using models, students can solve real-world problems, then reflect on their work. With concrete models, students can decide if this model worked for them, or if they could solve the problem easier using a different model.

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What does referents mean?

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Tools are key and taking advantage of the tools that they have in their homes that were not previously available to the students is exciting.

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Tools are key and taking advantage of the tools that they have in their homes that were not previously available to the students is exciting.

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Manipulatives are crucial not just for young learners learning to make sense of problems, but for older learners that thrive as visual/kinesthetic learners

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There will be students that do not have the vocabulary to do this effectively.

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When kids and adults discuss their math thinking, they think carefully in order to be precise and thorough in their thinking.

How students interact with each other is supportive. Explicitly teach how to respectfully agree, disagree, add on to, paraphrase and question another student's thinking through modeling and scaffolding. This will enhance the level of discussion.

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Persistence and a willingness to try other patterns is important

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Persistence and a willingness to try other patterns is important

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I have the same question about tools. If PPS isn't providing manipulatives etc. We are looking at increasing inequities. 

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I have the same question about tools. If PPS isn't providing manipulatives etc. We are looking at increasing inequities. 

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They are able to use the resources available to them.

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Encourage students to try multiple strategies...tape diagrams, pictures, equations, place value charts...

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I notice that in applied math problems, students' experiences may be different. Math problems need to be open ended and flexible to accommodate those varied student experiences.

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I notice that in applied math problems, students' experiences may be different. Math problems need to be open ended and flexible to accommodate those varied student experiences.

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Kendra I agree.  Making problems that are relevant to students increase engagement.

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Kendra I agree.  Making problems that are relevant to students increase engagement.

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I noticed that students need to be self aware and build self management skills. I see the connection between real world math problems and how a student would have to be self aware in order to solve these. I wonder how we can continue growing students self management through real world application.

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Aware of strengths and are comfortable.

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Students go through a learning progression of "Does this make sense?" by beginning with concrete objects to trying different methods and having discussions with peers by explaining their reasoning.

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Avatar of Patrice Woods
Patrice Woods
 +  131
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1m

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Students can apply what they know to everyday problems using the skills and tools with confidence. They know they will need to revise or adjust with the goal of making sense of the problem and solution.

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Notice: Manage time and energy toward a goal.

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Notice: Manage time and energy toward a goal.

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How do we foster this in distance learning?  

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How do we foster this in distance learning?  

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Seems difficult with students not having materials or ability to truly interact with others

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Shifting perspective and persisting.

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Students need to be encouraged that they CAN

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Also, how do we get students to interact with one another in math online?

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Also, how do we get students to interact with one another in math online?

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Students need to be taught estimations and have practice with using estimates and approximates before feeling comfortable using them on their own.

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Notice: SMP2 involves reasoning and solving problems.  The SEL component involves metacognition and

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#4 rkids to use what they already know to solve problems, but it's important for them to know that they can/should expect to revise as needed

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looking for and recognizing patterns requires one to make connections to other examples/problems/concepts which builds deeper understanding

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looking for and recognizing patterns requires one to make connections to other examples/problems/concepts which builds deeper understanding

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I would love concrete ideas :)

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Understanding information and using and breaking it down in the context it is in

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Understanding information and using and breaking it down in the context it is in

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Also, understanding mindsets of sucess in terms this skill or improvment of the skill

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Difficult for k-1 learners to grasp the concept of precision;  adds another layer of complexity for beginning ELLs

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Noticing - when we solve problems, we have to be comfortable with making assumptions and also accepting our limitations - has to do with taking chances and it being okay to be wrong and try again. Wondering - How can I integrate SMP+SEL in virtual class routines beyond "math time"?

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So important to have different tools available. How can we supply students at home with the tools that they need?

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So important to have different tools available. How can we supply students at home with the tools that they need?

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They understand and look deeper at the problem.

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Being able to recognize patterns or repetition helps you generalize and look at the overall problem. Using the same mathematical reasoning you can also apply it to other problems or situations.

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Being able to recognize patterns or repetition helps you generalize and look at the overall problem. Using the same mathematical reasoning you can also apply it to other problems or situations.

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After taking the class on Project Based Learning, I see a connection for addressing this SMP as it relates to real-world situations.

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After taking the class on Project Based Learning, I see a connection for addressing this SMP as it relates to real-world situations.

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Attention to detail and accuracy, as well as communication of complete thinking as students solve problems

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keep kids motivated to not give up when they just "don't see it"

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Are we going to provide tools for students to use at home?

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What about students who do not have proficiency?

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Great connection to Math and SEL competencies.

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Great connection to Math and SEL competencies.

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When students are given the opportunity to think flexibly, they are gifted the chance to explore the concepts in logical ways that make sense to them and hopefully expand the work of their peers.

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develop a solution pathway, don't jump to the answer

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Adjusting course

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Clear communication, also modeling and practice. 

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Clear communication, also modeling and practice. 

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Look for and making use of structure requires an open-mindedness to see things from different vantage points.

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Helping teach in elementary how relevant math is in everyday life will help with this. 

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Helping teach in elementary how relevant math is in everyday life will help with this. 