https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l Please share what resonated with you most about the video clip and reading. en-us 2020-06-20 18:48:55 UTC 2025-11-19 00:44:22 UTC hello@padlet.com jenniferlawyer31 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/636582483 Part 1:What thoughts do you have about Dr. Martin's speech, "The Brilliance of Black Children?"  Part 2: What struck you about, "Some Issues With Common Approaches to Teaching Equivalent Fractions?"]]> 2020-06-22 20:03:35 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/636582483 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637974366 Part 1: In the video Dr. Martin mentions that the majority of math intervention programs are designed based on the so called racial achievement gaps and propositions about how Black children differ from white and Asian children BUT  instead effective and meaningful math education should be designed based on the brilliance of Black children]]> 2020-06-23 21:18:05 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637974366 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637977458 Part 1: Dr. Martin notes that currently math education is based on that of lack and what black students can't do, versus their brilliance. Math education (for ALL students) needs to be based on what students can do (their brilliance) rather than what they lack. This really makes me think about how we must really center instruction around CGI's principled ideas. To me this video specifically speaks to principles 1, 2, and 7.]]> 2020-06-23 21:22:16 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637977458 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637977476 Dr. Martin is one of the co-authors of a great book for K-8 teachers called The Impact of Identity in K-8 Mathematics. See the link to learn more about the book. I highly recommend. ]]> 2020-06-23 21:22:17 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637977476 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637978166 Par 1:  Dr. Martin stated, "Building effective and meaningful mathematics education based on so-called racial achievement gaps and propositions about how black children differ from white and Asian children. The vast majority of pedagogical curricular interventions are based on the white and Asian children." That's a problem because there aren't enough examples about black children.  Part 2:  In the article, it is mentioned that only a few manipulatives are needed to solve fraction problems.  Fraction strips only give an estimate answer.  It's important to make mathematical relationships between fractions and using manipulatives.]]> 2020-06-23 21:23:10 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637978166 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637981202 Part 1:  It is unfortunate that our math programs are geared towards certain ethnic groups.  I think CGI will bridge that gap.                                                                                                                                                                                                                     Part 2:  What stuck me in the reading was how students can simply identify the color of the manipulative and tell you the answer instead of saying the fraction.  As a teacher this is where you will need to ask them, what is the fraction?  Explain your thinking.  ]]> 2020-06-23 21:27:34 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637981202 klm6865 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637982762 Sad to hear, "Never enough examples..."]]> 2020-06-23 21:29:37 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637982762 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637984032 What resonated the most from the reading is the fact that some types of manipulatives, such as fraction bars, "can eliminate the need for children to think mathematically." I've used fraction bars and never thought of that. I want my students to have good foundational skills when it comes to fractions. I see now that some manipulatives do not teach them to have reasoning skills which helps them with more difficult concepts.]]> 2020-06-23 21:31:20 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637984032 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637984131 Part 2: Teaching Equivalence:   The only tools children need to solve  problems involving fractions are: paper and pencil for annotating, cutout pieces of paper for folding & cutting, colored pencils/markers for allocating shares and linking cubes for representing discrete quantities in a problem]]> 2020-06-23 21:31:27 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637984131 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637984523 What stood out to me in the reading was how so many teachers give the fraction strips to the students (as most math programs tell us to) yet it seems to do more harm than good to their mathematical thinking and understanding of fractions. ]]> 2020-06-23 21:32:02 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637984523 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637984785 Part I:  This reminds me of how math education created its proficiency based structural bias. I think CGI's model addresses the current challenges.   Part II: Children need opportunities to manipulate the tools and problem solve in order to make the connections (relational thinking and reasoning).  Pre-made fraction pieces or similar manipulatives may hinder students to understand the the concept or even create more misconceptions.]]> 2020-06-23 21:32:25 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637984785 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637986456 The video is a reminder that we need to focus on the CGI principles that  Every student comes to math class knowing some mathematics and Every student is capable of extending their mathematical ideas. ]]> 2020-06-23 21:34:57 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637986456 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637986815 Things that resonated with me:    - Prove it ideas can be problematic  - Look for the brilliance students bring with them into the classroom and use that as a fund of knowledge to help enhance and develop their thinking and learning.  - Too much research on deficit thinking and what students can't do.  - Interventions and teaching strategies should include utilizing student strengths and understandings to promote new learning. - relational understanding of equivalence can promote comprehension, competence, and independence during tasks. - Overuse of structured manipulatives and procedures can limit student creativity and learning. - Use of structured manipulatives and procedures mirror neglecting letting the student show their brilliance through solving problem their way, using what they know and understand.]]> 2020-06-23 21:35:22 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637986815 ehertz https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637987310 From Part 2, what stood out to me is the importance of giving students open-ended materials for developing and representing their understanding of equivalent fractions. These tools help students to work with fractional quantities that helps them deepen their understanding of fraction relationships. Relationships are essential to understanding fractions. ]]> 2020-06-23 21:36:07 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637987310 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637988679 I am glad that I am here learning from teachers who are mindful and just letting students simply just say what they see. ]]> 2020-06-23 21:38:11 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637988679 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637990019 What stood out to me was that it is important for students to come up with their own thinking about sharing equally (fractions).  Use of manipulative such as fraction bars isn't helpful if they haven't had opportunities to think about and make sense of fractions themselves.]]> 2020-06-23 21:39:57 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637990019 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637990081 Teaching fractions with the use of  manipulatives can be a detriment because it doesn't help children explicitly learn the mathematical concepts, doesn't encourage them to use reasoning and critical skills to understand the physical relationship between fractions. We really only need: pencil, paper, colored pencils/markers and linking cubes. ]]> 2020-06-23 21:40:03 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637990081 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637990303 Part 2: Even though manipulatives are great tools for students to use, it can "eliminate the need for children to think mathematically".]]> 2020-06-23 21:40:23 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637990303 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637990336 1. What resonated with me from the video is that when Dr. Martin mentions that black children are brilliant, he is asked to prove it, which is not necessarily the case for children of other racial backgrounds.  2. From the reading, it is interesting to see how many times children use manipulatives for working with fractions, but many times, they don't really know/understand the mathematical concept for using them. Children learn fractions at a superficial level.]]> 2020-06-23 21:40:26 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637990336 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637991032 The video reminded me that we need to teach via a cultural lens that accepts the axiomatic principle that black children are brilliant; and that we need to reflect on our own practices and approach to teaching.]]> 2020-06-23 21:41:29 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637991032 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637991144 The idea of having students make their own fraction manipulative really helps them understand what a fractions. Another idea that helps students is using equal sharing problems to introduce equivalent fractions.]]> 2020-06-23 21:41:40 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637991144 johannaguerra https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637991745 Sometimes students are using the tools provided by the teacher incorrectly and not necessarily thinking about ways to solve the problem or explain their thinking.]]> 2020-06-23 21:42:36 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637991745 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637991850 relational thinking is important to understanding fraction]]> 2020-06-23 21:42:47 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637991850 lgq5207 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637991905 The "prove it" phrase is problematic when asking black children to show their brilliance in math vs. explain how you got your answer.

]]> 2020-06-23 21:42:52 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637991905 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637991942 2020-06-23 21:42:55 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637991942 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637992668 The video reminds me that we need to always look at our students with the lens that they come into our classroom with so much knowledge already and we need to build off of that vs. looking at them with a deficit lens and thinking about what they don't know (yet!). The reading pointed out that some manipulatives, like fraction bars, can hinder students actual conceptual understanding of math. I am looking forward to learning more about how we can teach fraction equivalency beyond manipulatives this week.]]> 2020-06-23 21:43:59 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637992668 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637992743 Using fraction manipulatives doesn't help as much as teacher think it does ]]> 2020-06-23 21:44:05 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637992743 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637993145 When students make their own interpretations, drawings to find a fractional answer, instead of using manipulatives, the learning is more powerful because they own it.]]> 2020-06-23 21:44:42 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637993145 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637993485 Based on the video clip, is CGI what he is speaking about in terms of how to teach math that is not just about the achievement gap? CGI works to provide a method of socialization INTO mathematics that he speaks about in the full message? ]]> 2020-06-23 21:45:12 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637993485 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637993697 The example of the 4th grade student showed how the fraction bars took away the fraction language in her explanation]]> 2020-06-23 21:45:31 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637993697 https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637997499 Utilizing fraction manipulatives or symbolic manipulations may not support students in developing a relational understanding of equivalence. Instead, the use of basic manipulatives or unstructured tools, such as linking cubes, or having students create their own models, can help them develop a deeper understanding of equivalence as well as show their thinking about fractions.]]> 2020-06-23 21:51:14 UTC https://padlet.com/jenniferlawyer31/8y2s0bvotrbrzu5l/wish/637997499