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Utilizing student identity and experience (funds of knowledge) within mathematical vs. creating classroom norms and expectations fro working together in community.

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Utilizing student identity and experience (funds of knowledge) within mathematical vs. creating classroom norms and expectations fro working together in community.

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promote discussion between students, defending and questioning strategies is expected, students become comfortable making mistakes

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promote discussion between students, defending and questioning strategies is expected, students become comfortable making mistakes

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restating an idea is more acceptable in a mathematical discussion

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restating an idea is more acceptable in a mathematical discussion

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Having not only a skill or procedural goal, but a conceptual goal where students have enduring understandings will anchor the student and allow them to use that understanding in novel situations.

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Socio mathematical norms support student learning because the focus is student understanding of the math not just the procedure to get to the answer.

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Socio mathematical norms support student learning because the focus is student understanding of the math not just the procedure to get to the answer.

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The three questions I ask myself for every lesson: What do students need to know? (mathematical learning goal), how are they going to show it? (performance goal), and so what? (why is it important?). I do not explicitly think about where the mathematical ideas are going but I do think about it as we progress through the year. 

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The three questions I ask myself for every lesson: What do students need to know? (mathematical learning goal), how are they going to show it? (performance goal), and so what? (why is it important?). I do not explicitly think about where the mathematical ideas are going but I do think about it as we progress through the year. 

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socio mathematical norms invite and celebrate different ways of seeing something

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socio mathematical norms invite and celebrate different ways of seeing something

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The difference is the type of discourse that is praised. Mathematical language should be used to describe why students chose a certain strategy, not just the demonstration of skill proficiency.

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Create problems that students are able to connect in a personal and tangible way. They become invested and able to picture it and solve the problem.

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When the teacher has clear learning goals for the lesson, student demonstrate understanding of the intended outcome of the lesson.

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When the teacher has clear learning goals for the lesson, student demonstrate understanding of the intended outcome of the lesson.

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open ended tasks, low floor high ceiling tasks

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open ended tasks, low floor high ceiling tasks

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Without a goal the lesson is just there.  The teacher needs to know what they are wanting students to know and understand

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Goals should focus learning, but provide multiple access points so students have agency in what method suits their ability and learning identity.

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Knowing the goal allows us to think about questions, problems that may arise, guiding students, choosing work to share...

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Knowing the goal allows us to think about questions, problems that may arise, guiding students, choosing work to share...

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Open-ended problems to promote discussion and multiple ways to solve the problem.

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Goals give your instruction purpose and, um, a goal to strive for. This can help you find a through line to guide you through the forest of curriculum and scripts.

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Teachers will expect something they hadn't predicted

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Teachers will expect something they hadn't predicted

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Allow students multiple entry points to solve the math task.

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For you, what are key distinctions between social norms and socio-mathematical norms?

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For you, what are key distinctions between social norms and socio-mathematical norms?

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How do socio-mathematical norms support student learning?

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How do socio-mathematical norms support student learning?

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How can teachers establish mathematics goals that inform instruction AND promote equity?

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How can teachers establish mathematics goals that inform instruction AND promote equity?

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How do mathematics learning goals inform teacher actions and decisions?

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How do mathematics learning goals inform teacher actions and decisions?