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Challenging but achievable. Straight forward instructions, no extra unnecessary words. Engaging for students, matches their interest. Concrete example, materials, resources.

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Challenging but achievable. Straight forward instructions, no extra unnecessary words. Engaging for students, matches their interest. Concrete example, materials, resources.

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math is the vocabulary of your own intuition

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math is the vocabulary of your own intuition

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Create high quality curriculum

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re-define what math is. This includes letting students come up with the problem. 

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re-define what math is. This includes letting students come up with the problem. 

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Deconstruct a math problem to the point that it triggers curiosity.

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Deconstruct a math problem to the point that it triggers curiosity.

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level playing field so kids who are mathematically intimidated can join the conversatio

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level playing field so kids who are mathematically intimidated can join the conversatio

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-  involve students in the formulation of the problem
- pave a path for students to navigate, give them tools to "step over  the cracks" they may encounter

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short questions

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Eliminate sub-steps: allow students to come up with those

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Students need to know what matters in the questions they are given

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removing steps challenges students to come up with there own process

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Have students come up with problem that is relevant to them!

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The old way of math just puts the students on auto-pilot where they just find the formula and answer the question without thinking about and without learning patience. We need to create tasks where the students are apart of a slow building process

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Students given more opportunity to develop problems to solve.

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Students given more opportunity to develop problems to solve.

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Problems should strike conversations among students

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accompanied with a visual
allow conversations
real pictures

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More opportunities for group work in math is needed.

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More opportunities for group work in math is needed.

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Need to create authentic problems with multiple entry levels, with multiple solutions

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Need to create authentic problems with multiple entry levels, with multiple solutions

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It needs to be based on relatable context (i.e., familiar topics)

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It needs to be based on relatable context (i.e., familiar topics)

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Needs to be real life material

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- involve students in the formulation of the problem
- pave a path for students to navigate, give them tools to "step over  the cracks" they may encounter

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patient problem solving

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Aversion to word problems. What can we do to address this?

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Multiple entry points to a problem

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His  intro comment connects to our students' comments (in student survey) around learning sometimes not applying to their everyday lives...

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His  intro comment connects to our students' comments (in student survey) around learning sometimes not applying to their everyday lives...

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- Visuals help in creating conversations
- Math starts the conversation
- Rebuilding questions
- Apply it to real life situations
- Using resources in which students are familiar with (eg. multimedia)
- Encourage differentiated reasoning to the solution
- Multiple entry points

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Math Reasoning:  What we are doing wrong

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Math Reasoning:  What we are doing wrong

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doing wrong in class
lack of perseverance
eagerness to look for a formula to solve the problem
impatient to solve the problem
learn to decode the textbook

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Real life based, so students can see the relevance and application