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PD 3: Becoming a Teacher of Mathematical Modeling K-5 - Nicole Perez 

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PD 3: Becoming a Teacher of Mathematical Modeling K-5 - Nicole Perez 

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The focus was the journey of becoming a teacher within the math subject but being able to model and teach it correctly for students of grade range K-5. Math is a process that need to be modeled to understand and be able to complete the task at hand. Math is also important for our future due to it helping us with critical thinking skills, problem solving and everyday decisions. Modeling is the best way to teach because students can follow and use various examples to learn.

Q: -       What are the best ways to model math? Have you used any so far in observations?

What are some resources you remember that helped you a lot when you were learning math?

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PD 2: The Surprising Importance of Early Math with Dr. Douglas Clements - Nicole Perez

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PD 2: The Surprising Importance of Early Math with Dr. Douglas Clements - Nicole Perez

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this video, it discusses the importance of teaching early math and having students practice it at an early age. Dr. Douglas mentions making interventions while teaching, not only parents but teachers making a huge difference and allowing support outside the classroom. Dr. Douglas explains the methods young students do while learning math and how building upon this is beneficial for them to exceed in math. Within watching this video it is parallel to the importance of building skills and understanding to students in order for them to know what they are doing with math and how to easily navigate math. Dr. Douglas also mentions math intervention and the importance of that which is something we talk a lot about in class.

Q: 1.     How can we help teach early math skills and practices to truly avoid math gaps in the students future math career?

2.     What is the most beneficial when learning math?

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PD 1: Equitable and Ambitious Teaching of Mathematics - Nicole Perez

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PD 1: Equitable and Ambitious Teaching of Mathematics - Nicole Perez

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I watched this video where the main points is to realize the importance of teaching mathematics in an equitable and ambitious way. This session also talked about the importance of including a student in discussion as well as addressing challenging problems/situations in math to develop their critical thinking. Equitable and ambitious teaching goal is to establish a focus in learning mathematics within norms for participation, creating structures for every student to participate and as well as implementing tasks that facilitate meaningful mathematic discourse

Q: -       In what ways would you encourage students to make mistakes and try again? Math can be hard and students can give up easily.

How would a teacher try to connect every math problem to real world scenario? (can be tricky sometimes)

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3. Again, we used manipulatives in a ton of our lessons, so I think it is important to see all the different lessons that use them since they are such an asset to learning. I also like how the presenter mentions working with these skills in different stages, so that way you aren’t overwhelmed all at once with these large concepts. We also did this in class which was really beneficial.

4. When working with these types of skills, it is important to put yourself back into the students shoes to understand how they may think about these topics as it can be slightly difficult for some to learn. Also, allowing students to use manipulatives with these concepts with help them, not hurt them. With these concepts, it is okay to have multiple answers, so just always keep that in mind.

5. What part of ratios are your biggest problem area? & What part of proportions are your biggest problem area?

Emily G

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3.  Using manipulatives is a great way to get students to get a better understanding of skills since it is very hands on, we did this a ton in class.

4.  We should think about what our end goal is, and try to have the kids make connections to what we are doing. The presenter also points out that manipulatives shouldn’t only be happening at certain times, but that they should be happening all the time. Manipulatives don’t only have to be in person, but they can be virtual as well. As long as they can use the whole thing and get the full effect, it is okay to use both ways.

5. What types of manipulatives do you like using? & Are there any skills you like better when you use manipulatives?

Emily G

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Demi PD Susan Resnick. (2021, November 9). Visual models and Multilingual Learners

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Demi PD Susan Resnick. (2021, November 9). Visual models and Multilingual Learners

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Video 2 Speaker 2: Visual models and Multilingual Learners, Susan Resnick

Summary: This speaker focused on closing the gap between learning math in english. She did this through structured language, but having it free as possible by using visuals. This means that there has to be multiple means of communication in math such as gestures, images, symbols, and so on.

Speaker one emphasizes the importance of learning the types of problems that there are and the types of results they are searching for. If students figure out these patterns then they will be able to problem solve. In order to do that the speaker Christina Tondevold is by having children know the types of addition and subtraction problem types as well and the type of answers those questions ask. The most common problem types are add to, take from, put together, take apart, and compare. The type of results are those of an unknown change, total, and difference. I think it is important for children to know the types of problems and results so they may know what to look for when problem solving. Although I argue that having students know how the numbers relate is a greater strategies. For example, connecting addition and subtraction using methods such as fact families, and story problems.

In the second video Susan Resnick mentioned the importance of developing different methods to explain and resolve a problem. One method that is mentioned often is the use of visual aids, not just in the math problem itself but the directions as well. For instance, instead of writing down the phrases “what do you see and what do you think” they have icons to replace directions. In doing this the directions are clear, and it is a great way to help out ELL students so they know what to do. The video also suggests other aspects of visuals such as gestures, maps, diagrams, charts and graphs.  The video so mentioned having students choose the type of way they want to communicate their understanding. For instance, a student can provide pictures, they can argue and find evidence and reasoning, they can inform by asking questions, or they can explain why and how things work. I think this a wonderful way of viewing math. Sometimes students would rather show their work using different methods.
Questions
1.What questions would you ask in order to get your kids to start thinking about math?

2. What methods would you use in order to teach math concepts to an ELL student?

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Brittany Blunt PD 3Students in Hands-On STEM Exploration with No-Cost Resources from Discovery Education

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Brittany Blunt PD 3Students in Hands-On STEM Exploration with No-Cost Resources from Discovery Education

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I watched “Engaged Students in Hands-On STEM Exploration with No-Cost Resources from Discovery Education.” The speaker, Hall Davidson, gave several companies that provide free student engagements provided and funded by major companies. The purpose is to get kids interested in the STEM field. The kids are drawn in by the incentive prizes, and in turn can discover a new interest. Did you ever have any companies come in to give you and your classmates a STEM related competition? How can these projects inspire young minds?

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Paige Kalantzis PD #3 “3 Act Tasks: Filling the Void of Mathematical Modeling in Elementary Grades”

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Paige Kalantzis PD #3 “3 Act Tasks: Filling the Void of Mathematical Modeling in Elementary Grades”

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Throughout the presentation, I was able to make a connection to one of my experiences within the classroom. While fulfilling clinical hours for my practicum, a math guru was attending the school. My cooperating teacher invited me to join the rest of the teachers in watching his presentation where he taught us the 3 act tasks. We all met in a conference room and completed activities and some teachers were able to practice analyzing student data given to us by the math guru. After his presentation, we all met in a classroom where he then gave a lesson using the 3 act task method. Similar to the whopper example he had in the presentation, he used a jar of skittles as an example. One thing that resonated with me as I watched his presentation was how effective this was in engaging students and allowing conversation; so many students that didn’t usually participate during math were included within the conversations.

Another connection I was able to make while watching the presentation was to how beneficial real world problems can be to sparking more conversation that leads to a deeper understanding. When in class, I recall working on a word problems that were highly contextual relating to architecture/construction. I remember having a discussion with classmates/you as the professor in which we were able to talk about the math problem in a conversational sense. If it were just a problem obtaining numbers, it would have been harder to use discussion based problem solving.

Some implications for classroom teachers Graham Fletcher highlights are to listen to students carefully and thoughtfully. He wants teachers to make better use of structured lessons that allow for more student interactions. Additionally, he would want us as teachers to provide highly contextualized math problems to our students that allow them to engage creatively and critically through conversational discussion.

Questions:

How does the 3 act method benefit students critical thinking skills?

Why is it important to have contextualized math problems in the elementary setting?

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Kaitlin Connolly Build One of the Most Important Things with Pam Harris

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Kaitlin Connolly Build One of the Most Important Things with Pam Harris

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3. Pam Harris talked about an engagement strategy she uses when working with students. It was sort of a game, but it was cool to watch how students solved the problem instead of just memorizing the pair. She would hold up a number on her fingers and the student had to tell the other number that added to ten. For example she would start, “I have 7, I need?” and the student would give the answer. She started with numbers closest to ten, so 7,8,9. Then after a few problems, she got closer to 0, so 1,2,3. The students were able to visually see what was missing and how many more were needed to get to a 10. With older students, the game could be used to add to 20, 30, 50, etc. One student was shown adding to 100, and they started with the number given (for example 82). They knew they needed 8 ones to get 90, and then that left 1 ten. I have never thought of adding that way. I would always subtract from 100 to get my answer, but the students seemed to add much quicker than I could subtract because they were not using memorization but figuring about the problem.

4. Another thing would be to understand that math should not be memorization. I know a lot of the math I know how to do is because I have memorized things, not necessarily because I understand how they work. That is a different way of thinking than I am used to, and would require me to change my way of thinking on a lot of math problems, but I think once I can make the change, math will become easier because I can understand why or how I am coming to an answer.

5. One question I have is how can you make sure your students are really understanding the material as opposed to just memorizing the material? Additionally, how would you assess the understanding and foster the continuation of the understanding rather than reaching a checkpoint and then moving away from that idea?

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Kaitlin Connolly Implementing a research-based place value assessment tool in Years 2-6 with Dr. Ange Rogers

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Kaitlin Connolly Implementing a research-based place value assessment tool in Years 2-6 with Dr. Ange Rogers

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3. This presentation talked a lot about assessment and assessment tools, and when you should be giving assessments to students. I think this is relevant to our class because we are learning the different approaches to elementary-level math, but we also have to learn how to arrange content together and what to assess together. For example, we probably wouldn't take a test after learning decimals one day and polygons the next. Those topics would be grouped with other relevant concepts, and assessed accordingly. I think it is also important we discuss the quality of our assessments. If students are given an assessment that isn’t put together well, then their learning cannot properly be assessed. Additionally, assessments help guide learning, so it is important that they are in-depth enough to accurately gauge student understanding and then facilitate where to go next.

4. One thing the presenter mentioned was auditing your assessments to make sure they are still relevant to your students. Whether that be in the content that was covered, the structure of the assessment for your learners, and the overall format of the exam itself. It is important to look over the assessments before they are given to make sure they are the best reflection of student learning.

5. What would be your next step if you didn’t get the results of the student performance you were expecting on an assessment? How can you make sure what you reteach reaches all learners the second time?

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Paige Kalantzis PD Analysis #2 “We Notice and Wonder What? Using Notice and Wonder as a Tool for Critical Reflection and Engagement”

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Paige Kalantzis PD Analysis #2 “We Notice and Wonder What? Using Notice and Wonder as a Tool for Critical Reflection and Engagement”

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During the presentation, I was able to make several connections to my experiences within the classroom. Dr. Jessup mentions how teaching can sometimes feel restrictive, scripted, and almost robotic. Within my different field experiences, I have definitely noticed a stark difference in the classrooms that do or do not use student centered engagement strategies. Within classrooms that do not offer engagement strategies that allow for open minded critical thinking/conversation, I have seen that they have not felt nearly as comfortable or had as much student discourse. Throughout my field experiences, math has almost always been the least engaging subject among students, and I think this is largely due to the restrictive nature of math when it comes to having open discourse.

Another connection I was able to make during Dr. Jessup’s presentation was the strong impact notice and wonder can have on culturally diverse students. As I am placed in ELL classrooms, my students are primarily people of color. Additionally, many of them are newcomers to America. The barriers in place when you are a person of color or are in a new country are very prevalent – even in the classroom. Many diverse students share experiences of not feeling like they have a place in the classroom; especially when they are not actively involved in classroom conversations. Dr. Jessup highlights that teachers can utilize notice and wonder to critically examine what kinds of shifts can be made to prevent racial bias from impacting classroom inequalities.

Three implications that Dr. Naomi Jessup hopes mathematics teachers will be mindful of is using notice and wonder question stems within lessons to widen classroom discourse, learn and expand from students noticing to better understand the student, and make greater connections from mathematics by engaging in more conversation based discussions.

Questions:

Why is it important to implement more conversation based discussion in the classroom?

How does notice and wonder impact the mathematical classroom?

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Kaden Dolbee PD #3 Gamified Learning Any Teacher Can Do

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Kaden Dolbee PD #3 Gamified Learning Any Teacher Can Do

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I watched Brian Thomas and his webinar “Gamified Learning Any Teacher Can Do.” He started off talking about a very popular game called Wordle. It is essentially a scrabble game, where each day the whole world must guess the same word, and you only get a specific number of tries to complete it. This could be a good vocabulary game to make your students try. He talked about other games that deal with simple things such as dice, tape on the floor, even using a small ball. These games could be used in any classroom setting, you just need to use some creativity to get your students involved. Did any teachers play games with you and your classmates that really got you engaged? My favorite game was called Mathketball. Why is it that games get kids so actively engaged, no matter the subject of the game?

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Kaden Dolbee PD #2 Engaged Students in Hands-On STEM Exploration with No-Cost Resources from Discovery Education

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Kaden Dolbee PD #2 Engaged Students in Hands-On STEM Exploration with No-Cost Resources from Discovery Education

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I watched “Engaged Students in Hands-On STEM Exploration with No-Cost Resources from Discovery Education.” The speaker, Hall Davidson, gave several companies that provide free student engagements provided and funded by major companies. The purpose is to get kids interested in the STEM field. The kids are drawn in by the incentive prizes, and in turn can discover a new interest. Did you ever have any companies come in to give you and your classmates a STEM related competition? How can these projects inspire young minds?

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Isabella DeFeo PD #3 Where are the students at now? How do we find the gaps?

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Isabella DeFeo PD #3 Where are the students at now? How do we find the gaps?

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Two Class Connections:

I have seen the application of nearly all of these core conceptual ideas in my field experience classroom. The most notable of all these strategies that I see the 5th graders applying almost everyday is additive strategies. They are quite effective at knowing to find doubles, bridging to tens etc. to make the problem simpler to solve. Similarly, my 5th grade students are very effective at employing modeling to help solve problems which Cartwright touches on as well. Modeling helps students to better conceptualize what the problem is asking as well as helping them visualize how to reach an answer.

Three Implications:

1) Assessment also provides evidence that current understanding and skills are suitable basis for future learning. Assessment helps to clarify student understanding of concepts and promotes deeper understanding of core concepts. In simpler words, assessment can help teachers plan where students should progress to next, not only what their standing is of where they are now.

2) There are different types of assessments used in math class. Formative assessment is when the teacher assesses FOR learning. Whereas summative assessment is an assessment OF learning. It is important as math teachers that we utilize both.

3)Teachers should pose problems where the choice of strategy isn’t immediately obvious to students. This way it challenges students to search for numerous ways of solving the problem.

Two Questions:

1) What would your advice be for teachers who are trying to assist students who have test or assessment anxiety?

2) Do you think there are equally effective ways to check for student understanding in math other than assessment?
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Isabella DeFeo PD #2 Using Number Talks to Help Bust Damaging Math Learning Myths

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Isabella DeFeo PD #2 Using Number Talks to Help Bust Damaging Math Learning Myths

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Two Class Connections:

We do number talks every day in MATH 108, making the content of this presentation very relatable and relevant to me! Each day Professor Kaduk puts a problem on the board for us to start class with. We think about the problem mentally, we then are invited to share our answers with a partner, and lastly, we share about different strategies we used to get to the same answer as a whole class. Similarly, in my field experience classroom my mentor teacher starts each math period with a problem of the day. This allows the students to “warm up” in a sense before they begin learning the new concept of the day. The students seem to really enjoy the problem of the day and are eager to share their responses and thought process with the class.

Three Implications:

1)  One of the critical aspects of facilitating a successful number talk is allowing students time to think. This requires us as teachers to provide wait time after presenting the problem. We not only want to allow students time to solve the problem, but to look for additional approaches of solving as well.

2) Additionally, another critical aspects of number talks involves the manner in which you collect student answers. Box challenges the teacher to invite

3)  Lastly, it is of upmost importance to invite students to compare all the differing strategies used to solve the number talk problem. Comparison of strategies lends itself perfectly to a beginning of a discussion where students will have to be able to articulate their thinking to their peers. Below I included a screenshot of an organizer Box displayed that I felt depicted this strategy perfectly.

Two Questions:

1) How do you find a problem that is appropriate for a number talk? How do you know if it is a question that every student can attempt answering?

2) What do you anticipate being the most challenging aspect of fostering number talks in your future classroom? How do you plan to combat this?
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Jade Mullins PD #3 Empathy & Resillience edWeb

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Jade Mullins PD #3 Empathy & Resillience edWeb

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This seminar describes the relationship between math and how students view their teachers. Both experts believe that a teacher’s relationship with a student is highly important for student growth, as students need to feel respected in order to learn properly. A couple of ways to do this is to provide different types of empathy for students, constantly work on your relationships, and provide clear instructions and expectations.

1. Have you experienced empathy in a classroom? How did it help you grow?

2. What is one method you would use to strengthen your relationship with your students so that they feel heard and understood?

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Jade Mullins PD#2 Rubrics and Self-Assessments edWeb

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Jade Mullins PD#2 Rubrics and Self-Assessments edWeb

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This seminar focuses on how high expectations from teachers evokes a rigorous and empowering approach to math. The main goal of this seminar was for the listeners to create higher expectations from students so they aren’t just computing answers but understanding processes’ as well as applications of math within the real world. This will shift their learning from their working memory into their long-term memory and creates a platform for critical thinking and deeper knowledge of math concepts.

1. How can we implement this idea into our MATH 108 classwork and exams? How will this help us grow and understand the material better?

2. What are some ways you can challenge yourself with these ideas? Personally, I am going to challenge myself to write more detailed solutions so the teacher understands my thought process and I can think more critically about concepts we are learning.

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Brittany Blunt pd #2 numeracy and functional mathematics

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Brittany Blunt pd #2 numeracy and functional mathematics

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he learned to have a a story behind the math question because it would keep the student wanting to learn. The speaker talks about how to add that into a students lesson vs just throwing numbers at them.

The presenter hopes that by incorparating the imporatnce of having a story behind the numbers.

I think the presenter would want to make math much more interesting by playing games and etc.

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3 Simple Ways to Transform Your Lesson Starting Tomorrow by Shannon Kiebler

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3 Simple Ways to Transform Your Lesson Starting Tomorrow by Shannon Kiebler

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3.  The first tip given by Kiebler is to alter the introduction of the lesson by including one problem that foreshadows what the lesson will be about and encourages students to think about how they would solve it before the teacher explains it.  This strategy is demonstrated in class because at the beginning there is a problem or math talk on the board that helps us predict what the lesson will be about and obtain our previous understanding of it. Moreover, the second strategy is to take part in a different role. Instead of being the teacher, teachers become the observer and observe the students learning. When students are having a difficult time figuring out a problem the teacher will step and explain how they would come to the correct answer without giving it away. This teaches students that the teacher is not there to do the work for them but to guide them in the right direction. In class and my practicum classroom, the teacher still incorporates direct teaching but in smaller amounts and allows the students to explain their thinking to the class.

4.  Shannon Kiebler hopes that teachers will try new ways to engage students in the introduction of a lesson. Introductions are important as they introduce what the students will be learning and help encourage excitement. She hopes that teachers will use an example problem or math talk to prepare students for the lesson. Next, she hopes that educators will allow students to develop the objectives based on their learning. Kiebler also makes an important point to have a vague objective that the students can develop further into the lesson. Lastly, she wants teachers to be mindful that the students are the learners and to not do the math for them. This is easy for teachers to do in a whole group lesson and she hopes that teachers will allow students to be the "teacher".

5.  Questions:

Why do you think starting your lesson with a good     introduction is important?

How will you change your lesson to cater to the students' needs but also keep them excited to learn?

-CC

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The Surprising Importance of Early Math by Douglas Clements

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The Surprising Importance of Early Math by Douglas Clements

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3.  Educators often underrate what children know about math topics, they are teaching the wrong material, and this hinders a child’s success. The most important idea while attending this webinar was that teachers should take what the students already know and want to learn and make their lesson based on that information. Lessons will change day after day to meet the students’ needs and assure a great quality of learning. I think this idea is represented in class as the Professor constantly gives formative quiz checks and homework to know how well the students are understanding the material. Additionally, learning math from a young age assists students to become familiar with math vocabulary that will be used in every grade. Understanding and knowing the definition of words such as place value can help children succeed in math and recognize why they are using it. This idea is also evident in class and my practicum because every lesson starts with the vocabulary that will be used. It is important to let students know before a lesson so they can look for these words during instruction.

4.  Douglas Clements hopes that teachers teaching mathematics will understand what the students already know and focus on the areas that need more explanation and practice. Clements stresses that educators are mindful to never underestimate what their students already know as it could limit their education. Second, he inspires parents and teachers to introduce math topics from a young age even if they are simple. This will park their interest and lead to a great amount of success in their life. Lastly, as in reading, teachers must incorporate vocabulary in their math lessons. Many words and phrases that are similar and built upon as the grade level increases. Children must recognize this and master the definition before moving on.

5.  Questions:

How might a teacher test what the students already know?

Have you ever seen or been a part of a class where the teacher underestimated the students’ knowledge?

Why do you think math is an important skill to learn at an early age?

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Assessing Fluency in Math for grades K-8 - Christina Betz-Cahill #3

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Assessing Fluency in Math for grades K-8 - Christina Betz-Cahill #3

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3.      In the video we are shown targeted instruction, targeted practice, cued practice, and mixed practice as model to follow. In the targeted practice we see students make flash cards and use different strategies to solve them such as double-double or double- double plus or minus one this is similar to the fact families strategies we used in class to solve simple equations. Also, we use our workbooks on our own to practice what we are learning so that we can assess what we know and what we need to work on. In the video they show how the students work isolated to show their fluency progress and to work on what they know and how well they know it, either fast find, slow find, or don’t know.

4.      The three main things that the presenter want us to walk away knowing about is knowing the fluency standards, as dictated by the common core, understanding the shifts in fluency and how to instruct and assess in accordance to them, and to walk away with a plan on how to instruct and asses your student’s mathematical fluency. She gives many tips and tricks that can help build a great setting to incorporate fluency learning while teaching other math lessons.
5.     two questions I have after watching this webinar are -

-      How much of the everyday lesson you are teaching should be about teaching fluency?

-      How important is it that students learn fluency with a strategy rather than memorization – can this be based off each students learning ability?

JL

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Young Mathematicians, STEM Skills for Success - Lindsay Herlehy #2

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Young Mathematicians, STEM Skills for Success - Lindsay Herlehy #2

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3 -   The presenter uses puzzles and question answer sessions in the presentation to improve the problem-solving skills of the students which is similar to the math talks that we do at the beginning of our class. The presenter also talks about using games to engage students and to get them prepared to use their problem-solving skills in a fun engaging way. We have desmos games several times in our class that gets us ready to do the same thing in a fun way.

4 .   The presenter is hoping that we will use the following three things in our classroom to teach math. First that we will have mathematic conversations that relate to the real world. Second that we will setup stations with different activities that will incorporate the seven different skills she speaks about. Lastly, use problem solving skills to improve math skills on a regular basis in our lesson planning.
5.   Two questions  that I would ask to help with a discussion about the conversation she was having with the audience are -       -  How does looking at patterns help improve math skills?

- How does kinesthetic learning improve math skills?

JL

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"Developing Conceptual in Elementary Mathematics: Finding Time Every Day" by Sara Curran and Jackie Murawska #3

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"Developing Conceptual in Elementary Mathematics: Finding Time Every Day" by Sara Curran and Jackie Murawska #3

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3.    In class, a lot of what we do is having ourselves, the students, find ways to solve math problems, rather than just being lectured on it. The goal is to think critically not only on how to solve the problem, but also on how to teach it to others. With the more student-led classroom, it shows us that we can persevere through problems, and that our students can do the same if we give them the opportunity to do so.

4.   Three things that Sara and Jackie want teachers to change would be having more student-led teaching, allowing students to think more critically about how to solve the problems, as well as how working in groups can help students learn from each other. They explain how they want teachers to apply more student-based learning into their teaching, and that students will learn to persevere and learn a lot more by doing this.

5.  Two questions I have for discussion are:

a.      How can teachers use more of these strategies in their classroom?

b.     Why do teachers typically use more lecturing strategies than student-led strategies?

J.B

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"What Do We Owe Each Other? Belonging in Mathematics" by Howie Hua #2

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"What Do We Owe Each Other? Belonging in Mathematics" by Howie Hua #2

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3.   In class, we’ve learned a lot about the importance of considering all students’ needs when teaching subjects. This is especially necessary in math, as different students will learn in different ways, and that our teaching needs to somehow incorporate a variety of ways to teach the content. In my intro to education class, we’ve learned about the different learning styles for students and how teachers must be flexible in the way they teach the content, which is of utmost importance in the teaching of math.

4.   Three things that Howie Hua wants teachers to begin doing would be becoming more mindful of their importance to future students, finding ways to make all students feel like they belong in math, as well as being more flexible in how they teach the content to their students so they all feel a sense of belonging. Hua claims that the ways in which teachers present the information to their students will be very important to make sure that the students feel confident in their math skills.

5.   To questions I have for the discussion are:

a.      What is the best way to help include all of my students’ learning strategies into my teaching?

b.     Why don’t all math teachers use these strategies? I’ve had teachers in the past who really don’t consider the needs of their students.

J.B.

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Build One of The Most Important Things- Pam Harris #3

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Build One of The Most Important Things- Pam Harris #3

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3: -Pam starts the presentation with talking about partners of 10. In class we just talked about 10 being our base and how that incorporated into the problems we were solving. She conveys the importance of focusing on partners of 10, and how we need to own them. In this story she tells about hearing a third-grade teacher talking about how they were frustrated that their students didn’t know base ten. The other teacher explained to her that if your student hasn’t figured it out by now, it’s most likely on her. You can’t assume that the teacher before you taught the students everything they needed to know, or that they grasped the concept of what they needed to know. If a student doesn’t understand and they’re still confused, it’s on you to teach them.

-Later in the video they play a game, you are told how many you “have” and you figure out how many you “need” to get to 100. Students are given a number and they need to give you the number that would get them to 100. The student thinks about the numbers she needs to add to get to her partner of 10. The presenter emphasizes how she used a certain strategy and how that’s not the only strategy and you can find many more. I thought this was a fun game for kids to play and interesting to bring into the classroom to practice partners of ten. This also related to what we learned in class when doing math talk, we never just hear one way to solve it, we always hear a couple. It’s important for students to hear different methods in case one of them resonates with them.

4:-I think that this presenter wants to emphasize the importance of base ten in classrooms. She emphasizes partners of ten and explains how that will follow students for the rest of their career.

-I also think that the presenter wants teachers to incorporate games and different ways of thinking into a child's education. She wants to turn it more into an experience and something they can be a part of.

5:-Why do you think it’s important to incorporate things like games into math, especially when trying to teach children?

-Why do you think learning partners of ten at such an early age or simply keeping it in the back of your mind is important for students?

E.M.

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3 Simple Ways to Transform Your Lessons Starting Tomorrow- Shannon Kiebler #2 

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3 Simple Ways to Transform Your Lessons Starting Tomorrow- Shannon Kiebler #2 

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3:-In the beginning of the video, the speaker talks about how using things like math talk are an effective way to transition into math in class. We use math talk every class before we begin with anything else to help get us started. Something that this speaker did to build from math talk was focus on how teachers can change their “launch” how they start their lesson. It can be beneficial to choose just one problem (making it a story) and providing a chart, explanation, graph, and image. After choosing the problem you postpone the objective (don’t start with it), then ask more and tell less. I think this connects to what I’ve heard in our math class and what I’ve seen in field experience (outside of math). Many of the Kindergarten teachers I’ve watched constantly ask their kids questions. Rather than telling them what to think or what to do, they always encourage asking questions and constantly ask for them.

4:-I think that this presenter hopes that teachers take a step back and reexamine their teaching style and how they present things to the students. If they can reflect on how they’re teaching, they can realize what they can do differently to help the kids.

-I think that the presenter also hopes that teachers will consider changing how they’re teaching. By. Using those 3 secrets that the presenter shares, teachers can have the ability to change the children's classroom experience and change how they learn.

5: -How do you think we can incorporate hearing students thinking more in math rather than talking at them?

-Why do you think it’s important that children feel like they’re apart of the teaching in the classroom rather than just learning?

E.M.

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Numeracy and Functional Mathematics- Dawn Dibley #1

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Numeracy and Functional Mathematics- Dawn Dibley #1

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3: -In class we have learned that as teachers we need to make math real. All throughout our work in class, we reference real world scenarios (like the pizza one we just did) to try and make math more real to us. Dawn talks about how teachers could do little things to incorporate math into the student's day, like how many adults and students are in the class, how many people are buying hot lunches and how many brought cold lunches. Kids make connections through their own life, and things that they see happening. By using real world scenarios children can have a better understanding and a want to understand math.

4: -The presenter hopes that teachers of math understand the importance of associating numeracy and functional mathematics together- using numeracy as a prerequisite to functional mathematics.

-I think this presenter would want teachers to use more visual and up close thinking. She shows different programs online (like the one that shows money broken up) and uses games and number lines to show how the numbers jump. I think she finds value in visual activities to encourage learning in students.

5: -How often do you think visuals should be incorporated into mathematics? When are the most important times in math to provide visuals?

-What are interesting and entertaining ways we can incorporate money into math like this presenter did? Is there a way to make it more fun?

E.M.

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Structuring Mathematical Discourse to Enhance Problem Solving by: Hilary Kreisberg- PD#3

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Structuring Mathematical Discourse to Enhance Problem Solving by: Hilary Kreisberg- PD#3

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Brief Summary: Throughout the video, Kreisberg discussed all the different ways to interpret a world problem with reading, thinking, and language skills. The second half of the video, she discussed how predictable routines are used in a math problem.

3. Message/Connection: One way that the presenter matched what I have learned from class is that there are many ways to solve/discuss a math problem instead of just one way. Another thing that was taught in both the video and class is that students like routine and familiarity-- they like knowing what to do and how to set up a problem, however, they do not like when they don’t know what they are doing.

4. Implications: One thing that the presenter would like mathematics teachers to use in their classroom is to focus on one skill in a math problem before you move on to the next. Another thing that she discussed in the video that could be used in a mathematics classroom is that a math word problem is like the opposite of a reading problem—you would have to find details before the main idea, whereas in reading you would find the main idea and then the key details. And lastly, the presenter wants mathematics teachers to use predictable routines within a lesson to get students to read, think, share, and discuss with their peers while working with word problems.

5. Questions:

1. How will you teach your students how to read and think mathematically?

2. What might be some predictable routines that you will use in your classroom?
-Kaitlin Nordmeyer

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Brief Summary: In the video, the three main points that were talked about was adversity, equity, and lastly that everyone (students and teachers) should be seen, heard, and valued. He kept discussing throughout the video about how working together can create different opportunities and connections for everyone.

3. Message/Connection: One thing that I have learned from class/field experience that was discussed in the video was that you need to focus on how to get every student there instead of assuming due to certain circumstances. Another thing that I have learned from class/field experience that was also in the video was that it is about the student’s ability, and not their performance. It’s a matter of can everyone do this and can they be successful.

4. Implications: One thing that was discussed in the video that the presenter hopes mathematics teachers use in their classroom is to treat everyone equally regardless of status/what they are going through. Another thing could be to start allowing your students to be creative an innovative with whatever they are learning about, for instance, they can do a partner/group project, poster, etc. The last thing that was discussed in the video that could be used in a mathematics classroom is to stay on task and do not allow anyone or yourself to fall behind.

5. Questions:

1. As a teacher, how can you implement adversity, equity, and to make sure everyone is seen, heard, and valued in your classroom?

2. How can you work together with your students so that everyone including you can become successful?
-Kaitlin Nordmeyer