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

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

 

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.

 

 

-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.

 

-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.

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.

 

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

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

 

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

-CC

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.

 

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.

 

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?
-ID

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 5^th 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 5^th 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.

 

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.

 

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?
-ID

 

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?

 

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? 

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?

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? 

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

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

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

2.     What is the most beneficial when learning math? 

 

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