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I am excited to have you be part of our book study! We will not start Chapter 1 discussion until after the holidays. Please take a minute to introduce yourself to the group by answering the following questions...
1. What grade or grades do you teach?
2. When math time rolls around, how do you normally feel?
3. When you aren't working, share a picture of something that makes you happy!

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1. I teach 2nd grade.
2. I feel excited! Last year my team moved math to first thing in the morning. I am much better teaching it when I have energy!
3. Reading various fiction books.

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The four principles for mathematical discussions that are listed on page 2 are strong statements. Pick one principle that you'd like to comment to tell us your thoughts.

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It is easy (and I have at times) fallen into the habit of calling students that "get" the question quickly especially when limited on time. I have seen that turn into others not even attempt to solve problems. I'm hoping to get more ideas from this book on how I can balance that easier.

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1.) I an instructional coach for 7th and 8th grade.(USD 450).
2.) I love teaching math.  I don't get to do it very often anymore and miss that.  I was able to teach once a week for awhile for a teacher to model instruction and had such a rush!
3.) I love quilting, camping (in my camper) and fishing!

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I hàve taught Kindergarten for 27 years!

Just in the past few years have I started to enjoy teaching math. I feel like I am getting better at it so my kids are becoming little mathematicians!

In my free time, I enjoy spending time with my family and reading.

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Principle 4
I have such extreme levels of knowledge in my classroom, I really want all the kids to feel confident about the answers they give and keep everyone positive. I hope I get ideas on how to encourage all levels to share in the discussion and know they are smart!

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1. I am an instructional facilitator at a 4-6 building in USD 437.
2. I love helping teachers feel empowered about teaching math!
3. I love to sopping, interior design, reading, and spending time with family and friends.

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Principle 3
It is so important that all students are engaged to show what they know and get the opportunities to practice and learn. It empowers all learners!

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1.  I am currently an instructional coach at Logan Elementary School.  I taught 4th and 6th grade before becoming a coach.
2.  While my passion has always been teaching reading, I also really love teaching math, so I am usually pretty excited when I get the opportunity to teach math lessons.
3.  Roller derby is definitely how I spend most of my time outside of work.

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I teach 3rd grade in Olathe.

I feel excited and nervous when math time comes around because I love math and teaching it but I worry that many students struggle with the concepts and I have many varying levels of ability.

When I am not working:
Ballet and working out make me happy and help relieve stress!

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Principle 3
I have a hard time giving my students time to express their ideas. Once a student gives me the correct answer, I move right on to the next problem. My goal by reading this book is to change my teaching style and allow more time for students to express their ideas. This will be hard for me, as my grade level is departmentalized and I only have about 50 minutes for class.

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I have taught 4th grade for 25 years. Prior to that, I taught 6th grade for 2 years.

I feel that I am a better math teacher because of the changes that have occurred in the standards. I enjoy instructing my students on the different strategies that are available. There are times, when I tell my students that I am jealous of the fact that have many different strategies compared to the 1 that I was taught.

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I am a Title Math instructor in a K-5 building. I have had this position for more than 20 years. I am excited to show my students different ways to  find solutions to math problems.
Outside of school, I love spending time with my 2 grandsons, and try to find time to sit and create at my sewing machine.

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Principle 3
I see students in small groups settings  vs an entire classroom.  Therefore, I have an audience of 4-5  rather than a class of 15. We do a lot of thinking out loud in our groups.   I give my students the option of sharing their answers with the group.  I usually ask who is brave enough to share their answer and go from there. I always have someone explain to the group how they arrived at the answer.  I think it gives them a sense of "ta-da" and pride.

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Hi, I currently work as a multi-term lecturer in the department of Curriculum and Teaching at KU. I have taught 8th grade, elementary, preschool, and college math. I love working with pre-service teachers and exploring methods of teaching math.
I love to cook, travel, and spend time with my family.
My daughter is 17 and has cerebral palsy. She just got a new sit to stand power wheelchari. Here she is standing on Christmas Eve.

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I like how this principle talks about needing to provide a clear model for what an explanation sounds like. We are taught to model with many other aspects of teaching but don’t tend to think of modeling an explanation. I really appreciate the sentence starters that are provided to help cue students. I think this will be really helpful in leading discussions and  helping show what the students can listen for.

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I am currently an instructional coach on a math and science grant with the University of St. Mary and K State. Prior to this I was a both a reading and a math resource teacher. I love finding a variety of ways to complete a problem, thinking outside the box, and engaging in hands on learning. I become so excited when a child finds a learning style/ strategies that work for them!

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When I am not working, I enjoy reading, running, watching movies, gardening, and spending time with my husband, four teenagers and six dogs!

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Hello.  I am currently the elementary principal at Oskaloosa Elementary School.  I have been a principal for 7 years, but taught upper elementary for 21 years prior to becoming a principal.  I haven't had the opportunity to teach much math lately, but I enjoy observing and coaching teachers in math instruction.  I especially enjoy lessons that have students engaged in productive struggle to solve a problem.  In my spare time, I enjoy reading, watching athletics, and spending time with my children.  I'm looking forward to the this book study and the opportunity to learn from others.

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I think teaching students how to share and participate in a discussion is very important.  The students who know how to share will be more than willing, but getting participation from all students is necessary.  I love using sentence starters to help them get going.

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I like showcasing - there are many ways to be smart in mathematics :
Making connections
Representing problems
Working with models
Figuring out faulty solutions
Finding patterns
Making conjectures
Persisting with challenging problems
Working through errors
Searching for efficient solutions

I am eager to see more strategies that fall into the open strategy method
and the targetted strategy as the two vignettes really illustrated how each student could (and should ) get to participate.

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Open strategy sharing is when students listen for and contribute different ways to solve the same problem.

Share a time you plan to use open strategy sharing.

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In our building, we have a 30 min. daily math intervention built into our schedule. I do math talks 3 times a week during that time. I like to have students share their thoughts with a partner and then we share out our thoughts. It takes a little pressure off sharing to the whole class and gives more think time. I love the question.. "Did anyone use a different strategy?

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I like the talk move repeating becasue it allows teachers to hear the understanding of the student when the student puts an idea in his or her own words. It also slows down a conversation which is important for alot  of students who need longer processing time. Finally student to student teaching is ultimately where you want to be in a classroom and by repeating, students are helping each other learn.

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We implemented book talks last year. As a facilitator, I have been in classrooms helping teachers to complete math talks in classrooms. We have a 5th grade teacher who is awesome at this! She does a great job with open strategy sharing and enabling kids to share so many great strategies for solving the same problem. I love watching here. Amy- if you want to come watch her let me know. I can also share a video of her conducting a number talk that is great!

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I plan on using the Open Strategy when giving my students a 2 digit number multiplied by a 2 digit. My students are familiar with partial product and the rectangle method, so I think this would be a great way to start up the Talk Moves.

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Principle 2 spoke to me the loudest. At the high school level, they have forgotten how to share and ask questions. They have decided that they are not good at math or they have given up on math, so why ask questions. I am hoping the cues help me reignite their learning. I have a class of Juniors and Seniors that the class is set up for more discussion. The first semester, they were like fish out of water. Now they ask for help, but they then try and talk it out before I answer or guide them.

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I am really interested and excited to implement the open strategy sharing in my classroom! I feel like I am already doing some parts of this but can make some major improvements. I love the ideas of norms and think this would be important when starting the strategy. I plan on really helping my students understand the revise move during the dicussions. This is something I will try to use at least three times a week during the first 20 minutes of my math lesson.

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In chapter 3, the author gave examples where the teacher took a conversation from the day before to guide the Compare & Connect conversation. What have you seen done as a way to store math conversations from one day to the next to allow you to build on the conversation?

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I have seen teachers use the big sticky chart paper. Answers
can also be saved as a Smart board file or even a google doc. If working on the chalk board or dry erase board, photos could be taken and uploaded. I also think a video might be great so that it could also be referred to from the day before.

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Since I am an instructional coach, I do not always have groups of students to work with.  However, I am currently starting to do some math running records with some students to see if we can use them to further guide our math intervention time.  I would like to work with some of these students to do some open strategy sharing based on areas of need in their running records.  I would also like to record some of these sessions to share with teachers in my building to encourage math talks as a way to build strategies for students.

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I have mostly seen chart paper being used to store math conversations. I have also just written them on the white board and left them up to be discussed the next day. I love using an app called SeeSaw where students post the strategy they used and I can pull them up on the screen to discuss the next day.

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I have used my SmartBoard to continue conversations from the day before. Sometimes I have a group compare and contrast what another block(class) was discussing.

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How do you facilitate students justifying their reasoning?

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I continually ask why? Why? Why? It helps me have the kiddos digger deeper so I have a better grasp of their thinking. I also like to have students provide examples as stated in the book. I also want students to see and hear examples to prompt their thinking in new ways. I also find math reflections help with this as well.

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Amy, you asked about making a video journal that kids could go back and reference.  On the grant that I am on, we are using SWIVL to record teacher lessons.  Once recorded a teacher and a principal or instructional coach or colleague can talk back and forth about the video.  Teachers can freeze portions of the video and make comments or ask questions about that particular part of the video .  I think kids could do that too!  I also know that teachers can clip portions of the video into a powerpoint and if he or she did that then there could be a class discussion about that concept from the day before.
Check  out SWIVL.com for more info about what it can do.  I am still learning it myself but I think it could definitely work to continue a convervation from the day before.

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I have always been a proponent of 3-2-1s .  Getting a student to write down three things they learned, two questions, and one thing they want to explore further would be a great way to get a conversation started.  If you had two students partner and compare their 3-2-1s I think they could uncover a lot of knowledge as well as confusions. When students start talking to each other and explaining, they really have to have a solid understanding on their knowledge to explain it to others.  

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I have always been a proponent of 3-2-1s .  Getting a student to write down three things they learned, two questions, and one thing they want to explore further would be a great way to get a conversation started.  If you had two students partner and compare their 3-2-1s I think they could uncover a lot of knowledge as well as confusions. When students start talking to each other and explaining, they really have to have a solid understanding on their knowledge to explain it to others.  

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When we our sharing time, I encourage my students to record the work of others in their journals, especially if they see a different way of thinking, or a more efficient way of completing the same task.

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I start my math class out with five problems pulled from the standards. My students are not allowed to simply say the answer, but explain what the answer is. By doing this I have seen their confidence in being a risk taker has increased. I have noticed that I have few students that I must tell them they are correct before they will start to elaborate on their answer.

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I always ask students to explain when they answer. I then have the rest of the class indicate with sign language whether they solved it the same way or raise their hand to indicate they used a different strategy. Last, I have those who were raising their hands share and we look for similarities and differences in the strategies and solutions.

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After reading this chapter, I feel like most teachers are pretty good at asking students to explain and ask why. How do you take the next step to encourage them to think of different strategies, but help them understand the "what's best"?

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I thinkit is really  important to help students to see that all strategies are not equal.  There are times that directing and telling students this is crucial.  I thinking directly showing why one strategy is better works with uppere elementary.  I also see a Venn diagram or T-chart being one way to show students this as well.

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When I read about the two ways to bring up the targeted strategies in a What's Best and why conversation, I  like the students offering up the strategies rather than me recapping them and then having students discuss and decide.  Again, coming at it from the resource perspective, having the students summarize the strategies is giving them another  chance to explain the strategies to us (proving that they understand it) as well as justifying their choice which supports the mathematical teaching practice of Posing purposeful questions where teachers are assessing and
advance students’ reasoning and sense making about important mathematical ideas and relationships by having them discern what strategy is best.

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In my Title program, I teach a variety of ways to solve basic math problems. Now in 4th grade, we are beginning to explore "other" algorithms for division. When we are using partial quotients, not everyone may choose the same path in solving a problem. When I see someone using the method more efficiently than others who are not as efficient, I team them together to work. There is a change in course many times. Another strategy in our small groups is for the students to "direct" me in working a problem. I will choose something to work a division problem (partial quotients) in a non-efficient way and they usually come around and tell me that my way is too long, and we should subtract out a larger group. I love to let them teach me. Empowers them!

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When I have my students share their strategies I really appreciate the students that make comments that they did something similar to what a peer already shared. I know that they are listening to a peer and relating it to their own strategy. Some of them also notice that the strategy their peer shared was a more efficient strategy from their own. My students really enjoy talking about different strategies so I think they will really enjoy finding "what's best" and understanding why. I plan to emphasize on judging when to use particular approaches rather than generating strategies themselves.

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Discussing how and why to use mathematical objects is an important part of developing problem-solving skills and number-and-operation sense. (94)

Tell about a time you WISH you had done a better job at the how and why and what you plan to do differently next time.

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Tell about how you feel about mistakes and confusion in learning mathematics with understanding.

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After completing this book, what would you like to challenge yourself to do differently in the future so you have more "Intentional Talk" during math?

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This was the first time we tried a Kansas Book Study through KATM. Please take a minute to help us know how to serve you better in the future by reflecting on this study.

What did you like?
What would you suggest changing?
Was it to long?
Did you like this format?
Any ideas to get more participation?
Other ideas?

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I have made my book study a part of my newsletters for teachers. I have linked to the appendix for each type of math talk. I am hoping to model these strategies in classrooms.

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I enjoyed doing the book study. Sometimes I struggle without face to face interaction.. I would do another study again

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I wanted to thank you all for participating in this work. I like the book and have implemented and emphasized more intentional talk/strategies in my college methods classes. I really appreciate reading your comments. I am grateful we have many passionate math educators in Kansas.

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Thank you Amy for facilitating this. I like the Padlet format but had some issues reading the comments from time to time. I probably also prefer face to face.

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i need to do a better job of incorporating Math Talks in to my instruction.    I always had the misconception that "talks" were more beneficial for the lower grades   My goal during the summer is to find a book that relates more to intermediate classrooms.

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It is important for students to experience concrete thinking. They use mathematical objects to think with and make difficult concepts easier.
I feel that my effort to teach multiples with a hundreds chart was not as smooth and meaningful as it should be. It gets confusing when trying to include all the multiples on the same chart and look for the patterns.

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Tools are so important but as it was stated above, they take time and pre planning. I made that mistake the first time I ever used a 100 chart in my resource room- I assumed that the students were familiar with it and how to manipulate and see patterns. As an instructional coach, I focus alot on discussions with teachers regarding manipulatives. Manipulatives are so valuable yet can be so frustrating. Students needs time to play with the manipulatives - for exploration and for understanding. As a resource teacher, it is often the tools that actually deliver the instruction that stick with the students. As a state testing coordinator, it would pain me to see how many students didnt make use of the tools that they were allowed to use, most probably because they didnt understand how to use them. what I like about this book is that it walks teachers through models of using tools. Again, the takeaway (which I think can be the misconception) is that the tools take planning just like the lesson itself takes planning.

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my biggest beef with mistakes is that the students dont show me their work so that I can see the mistake they have made.  Two awesome videos on the Teaching Channel that I highly recommend is Highlighting Mistakes and My Favorite No.  Getting students to realize that just because the test is done, doesn't mean the learning is.
These videos do a great job of keeping the learning alive and the power of mistakes important!!

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I have gotten my other instructional coach colleages to buy the book and read it. I want to implement some professional development around these books. I think getting the grade level plcs talking together and modeling some of these strategies next year will really beef up math time.

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I agree with the two above comments- I really thrive on the face to face.  I also had some technical issues - I would write a post and it would disappear.  I assume it was operator error on my end.....
I also think school year book studies might be challenging for participants. I wonder if a summer study would keep the conversation going longer. I felt like we started out strong (me included) and then we kind of fizzled out (me included). The school year (especially the spring) is just so busy. However, I see GREAT VALUE in doing a KATM book study and would certainly participate again!!