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1. What does it mean for students to be thinking in a math  classroom? What does it look like?  2. Can you think of things you do in your teaching that takes  away opportunities for students to think?

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1. What does it mean for students to be thinking in a math  classroom? What does it look like?  2. Can you think of things you do in your teaching that takes  away opportunities for students to think?

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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1. What is the worst combination of your students that can come together in random groups? What is your perception based on? 2. How do you feel about the idea of students borrowing ideas from other groups? How does this align with your sense of what it means to be able to do mathematics? 3. How do your current ideas about differentiation align (or not) with the use of random groups?

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1. What is the worst combination of your students that can come together in random groups? What is your perception based on? 2. How do you feel about the idea of students borrowing ideas from other groups? How does this align with your sense of what it means to be able to do mathematics? 3. How do your current ideas about differentiation align (or not) with the use of random groups?

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1. I have already been thinking about (or doing)this. 2. I’d like to try . . . 3. I am worried about . . .

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1. I have already been thinking about (or doing)this. 2. I’d like to try . . . 3. I am worried about . . .

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1. How do you group your students? Why do you do it that way—who does it benefit? 2. Do you use different grouping methods for different tasks or activities or for different groups of students? 3. Does the way you currently group your students encourageor inhibit thinking?

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1. How do you group your students? Why do you do it that way—who does it benefit? 2. Do you use different grouping methods for different tasks or activities or for different groups of students? 3. Does the way you currently group your students encourageor inhibit thinking?

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Task Instructions:

Can you find every number between 1 and 20 using only four 4’s and any operation?

Ex. (4+4) - (4+4) = 0

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1. In this chapter, it was shown that students perform better on scripted curricular tasks if they have first experienced three to five classes of working on highly engaging non-curricular tasks. How do you feel about giving up this time? What are the barriers for you to do this? What do you stand to gain? What do you stand to lose?

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1. In this chapter, it was shown that students perform better on scripted curricular tasks if they have first experienced three to five classes of working on highly engaging non-curricular tasks. How do you feel about giving up this time? What are the barriers for you to do this? What do you stand to gain? What do you stand to lose?

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1. I have already been  thinking about (or doing)  this. 2. I’d like to try . . .  3. I am worried about . . .

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1. I have already been  thinking about (or doing)  this. 2. I’d like to try . . .  3. I am worried about . . .

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1. Think about the types of tasks you currently use with your  students. How would you describe them? Are they all of the  same type, or do they fall into different categories? 2. Do the tasks you currently use encourage your students to  think, or do they inhibit thinking?

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1. Think about the types of tasks you currently use with your  students. How would you describe them? Are they all of the  same type, or do they fall into different categories? 2. Do the tasks you currently use encourage your students to  think, or do they inhibit thinking?

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1. Consider the studenting behaviors discussed in this chapter. Have you seen any of these behaviors in some of your students?

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1. Consider the studenting behaviors discussed in this chapter. Have you seen any of these behaviors in some of your students?

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1. I have already been thinking about (ordoing) this. 2. I am wondering about . . .

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1. I have already been thinking about (ordoing) this. 2. I am wondering about . . .