https://padlet.com/mrnashteach/kk4yq9uewpiy6kks en-us 2023-07-02 21:25:25 UTC 2025-09-25 05:55:08 UTC hello@padlet.com mrnashteach https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2636672709 2023-07-02 21:28:52 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2636672709 mrnashteach https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2636672971 2023-07-02 21:30:30 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2636672971 mrnashteach https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2636673464 2023-07-02 21:33:10 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2636673464 mrnashteach https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2636674271 2023-07-02 21:38:08 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2636674271 mrnashteach https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2636674748 2023-07-02 21:40:56 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2636674748 mrnashteach https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2636676879 2023-07-02 21:55:24 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2636676879 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2640685613 Math can be opened up in many directions, this helps students connect to the lesson in a more conceptual way. Setting up the lesson effectively helps students understand what the goal of the day is. I really liked the concept of posting the learning objective so that students know the purpose and can self assess at the end of the class. I also appreciated the concept that the more ways a student is exposed to strategies and approaches for problems the deeper their conceptual understanding of the topic becomes.  - Sarah Finerghty

]]> 2023-07-08 00:39:28 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2640685613 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2640686912 I struggle with holding back and letting students explore until they find solutions. I really like the idea of opening up a curious classroom and thinking classroom. The tips in this article such as not carrying a pencil or marker around, stalling the answer, using we instead of I ( in group work it is difficult for an individual to get stuck once the rest of the mates are lopped in. ) and setting boundaries! This resonated with me the most in this article - "Are you asking me a thinking question? I am glad to give you a nudge but I can no take away YOUR OPPORTUNITY TO THINK".  It is exciting to think of math this way and I appreciate this take.  Sarah Finerghty]]> 2023-07-08 00:46:26 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2640686912 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2641221007 This article really pressed upon the idea of students truly understanding the material, rather than just memorizing formulas or equations. Simply memorizing might help you pass the test the next day, but it will not help you figure out different problems in the future. This article talked about 6 steps to help your students understand math better. I liked the step of showing the application. If you demonstrate how every concept can connect to the real world, the kids will easily understand. I liked the tip the article gave for situations where you cannot find real-life situations to connect the lesson to. The author suggests showing how the concept was developed through the history of math when you come across this problem. KENDRA MACCAULL]]> 2023-07-09 22:39:16 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2641221007 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2641222899 I was surprised to read that only 40% of the students in the 5th-grade math class could write basic math definitions. This statistic clearly shows the gaps in conceptual fluency, the article states. When I first think of math, I think of numbers and formulas, vocabulary and words never really come to mind. I was really interested in the tips she gave for the word wall. I like how she gave ideas on how to spice up a word wall and make it more fun and engaging. Another idea from the article that I thought was important and effective was "word(s) of the day". This seems like a really good idea to truly drive a word and its definition home. The language of math is the foundation of a real understanding of mathematic processes.  KENDRA MACCAULL]]> 2023-07-09 22:51:00 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2641222899 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2641793398 I love the quote from the article that you included in your discussion. I have never heard of a thinking question in math, but it makes total sense to me. I could definitely see students getting frustrated with this response from a teacher, but I think they would feel even prouder when they finally figure out the problem on their own. KENDRA MACCAULL]]> 2023-07-10 11:41:49 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2641793398 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2641795784 I also think posting the learning objectives for all students to see is an effective method. In all of the classrooms I have visited, I have noticed the learning targets are usually on the whiteboard. I also like how you talked about how beneficial it is to students understanding when they know multiple strategies for a problem. I was thinking that teaching with many strategies also will help learners with different learning styles (visual learners, etc.) KENDRA MACCAULL]]> 2023-07-10 11:47:17 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2641795784 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2641901325 I would have been livid as a student, but only if it was out of the blue I think. If the classroom is set up in such a way where thinking and struggle are encouraged it wont come across as, hey you're own your own kid, as much as if it was in a typical classroom when we were kids. Sarah Finerghty]]> 2023-07-10 15:00:32 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2641901325 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2641977491 I thought this article was very useful in getting students to better understand a math topic as it is laid out how a class lesson and instruction should be constructed to help increase retention. By starting out the class with a useful opener or entry ticket can allow the students to use their brains before they even collectively meet as a class. Using the "Think, Pair, Share" method is useful for students coming up with their own thoughts but also having the chance to talk with classmates to collaborate their ideas to see if they combine their thoughts. Once the lesson and the application starts, being able to relate it to a real-life application through models or pictures can help meet the learning needs for different students. Once they solve the problem, having them realize additional ways to solve the problem will help them down the line with problems that have the same strategy but require a different approach. Lastly, being able to share your thoughts with the teacher or another student is essential because it allows for you to walk through the steps that went through solving the problem and can lead to a deeper understanding of the principles. The moment you can teach someone your understanding of a problem, the more you will retain the knowledge.
- Matt Hunter]]> 2023-07-10 17:06:06 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2641977491 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2641979679 I agree! When I think of mathematics, I think of numbers, formulas, and all the different things you said and vocabulary would be the last thing that I would think of teaching. When I was in Geometry, I remember my class struggling with the definitions of the key words in a unit so much that my teacher began giving us vocabulary quizzes every unit to make sure we were studying the new words and definitions on the unit material. We all complained and thought it was stupid but I can assure once we started doing that, I performed and understood the material much better. 
- Matt Hunter]]> 2023-07-10 17:10:54 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2641979679 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2641981567 I thought the article was very similar to the stuff we learned about in our classes from Summer session 1. Many times my students wanted to copy my work from the board as I went along and not pay any attention to how I got the answers because in the long run, if something was on their papers, at least it's a grade for something. But once the tests and quizzes came around, they struggled and blamed me for not teaching them better. They hardly put the blame on themselves for their lack of effort and threw it all on me. I have to do a better job in the future making sure that my students are doing all they can to follow along and reiterate the important processes that the math problems involve so they can do better and understand it more in the future.
- Matt Hunter]]> 2023-07-10 17:15:32 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2641981567 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2641998701 One thing I found interesting in the article is that we think that the students are doing the majority of the thinking throughout the class but in reality us teachers are the ones who are doing the majority of the thinking and eliminating the chances for our students to use their critical thinking skills. I subconsciously have previously implemented these strategies in my classroom pedagogy but the one that I never thought of was carrying around a pencil myself encourages students to think that I will write for them and get them out of the struggling problem. That was one thing that I was guilty of doing in my classroom that I will have to get better at moving forward to be able to allow my students a chance for them to write it down and retain some of the information themselves. By answering follow up questions to students' questions rather than yes or no allows more room for communication amongst the student and the teacher and engages in critical thinking on how to solve problems.
- Matt Hunter]]> 2023-07-10 17:56:25 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2641998701 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642026286 This article enlightened me to think about why it is important to make math inclusive and how teachers can help aid in that. If students can not see themselves in the material, it will be impossible to understand and learn further. Using real world examples will help the students be able to connect to what they are learning, it becomes more of a tangible thing as opposed to abstract concepts. Additionally, I found in this article that is important for the teachers to serve as a source of motivation to enhance the students' learning and motivation to continue learning. - Maddy Svercel ]]> 2023-07-10 19:23:42 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642026286 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642031414 The article “Build Strong Math Vocabulary Skills Using These Simple Strategies” by Stephen Noonoo made a lot of sense to me because it connects to the idea of fluency in reading if students have an extensive vocabulary, their reading comprehension is better.  With all the reading in mathematics, as well as the terms, numbers, equations, and wording for each set of rules, having a mathematics vocabulary seems to be a critical part of the learning process for mathematics.  The interesting thing this article delineates is how to go about gaining this vocabulary without writing words with their corresponding definitions in a repetitive way.  Using common classroom tools and shifting the focal points to mathematics can help with building fluency in math concepts.  Utilizing word walls that focus on math, glossary lists, games, and having a word of the day are all smart ways to facilitate a better understanding.  Practicing the “language of math” is important for engagement as well as the overall interpretations of math concepts.  Author Stephen Noonoo finds ideas from a small study conducted by fifth grade teacher Kathleen Palmieri.  She states that letting students be a big part of the lessons helps them learn.  They should do some of the defining so they can conceptualize words and be a part of the process. Making some tools more fun like word walls that add crafts and their unique touches also help to immerse them in the terminology. Another interesting take-away from this article is how word problems can be tackled with a “3-read” protocol.  The steps include first reading the word problem without numbers, then reading the complete problem, and finally reading the entire problem to pull out key terms and what the problem is asking for.  This helps students break down some of these tough problems.   
-Cheri Enigk]]> 2023-07-10 19:30:58 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642031414 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642032966 The article “5 Ways to Stop Thinking for Your Students” by Crystal Frommert makes some interesting points that could be hard to implement in the classroom, but that seem necessary to get kids thinking on their own.  One thing that surprised me about this article was the negative reference to the “I do, we do, you do” format.  This, to me, still seems like a good way to get the students involved in class.  The other ideas in this article focus on how to get the students to think through problems without relying too heavily on answers from the teacher.  This could happen with increased group settings and a conscious effort by the instructor to learn how to re-structure questions asked by the students, so they must put more thought into finding answers.  Some concepts involve giving “verbal nudges or hints”, using other group examples for visuals, and stalling immediate answers because it is likely the student will get there with exploration and patience.  With boundaries set for questions that will be answered, the theory is that the students will put more thought into their work before asking questions and the questions they do ask will be focused, specific, and well thought out. This would be interesting to watch as it progressed throughout a school year. -Cheri Enigk

]]> 2023-07-10 19:35:37 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642032966 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642035136 I agree that the concepts in the article for keeping boundaries seem like they would be effective, but it will take some getting used to for a lot of teachers.  The reference to carrying a pencil also  hit home for me because I am a visual learner and drawing something or writing something is the first thing I go to!  Just getting the students used to the difference between a "thinking question" and a "stop thinking question" is making them think even more, so already a step in the right direction. -Cheri Enigk ]]> 2023-07-10 19:42:05 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642035136 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642038069 I like how you mentioned the motivation that teachers must provide to enhance the students' learning.  There is so much time spent with teachers so without that as a key part to the learning process, it would be so easy for students to stop trying, or feel like it was all for nothing.  Staying positive and finding interesting methods to deliver math content can keep the energy up in the class so students motivate each other as well as the teacher motivating students. -Cheri Enigk]]> 2023-07-10 19:50:38 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642038069 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642039926 I also love the idea of creating unique word walls that the students personalize! They could have different characteristics than other word walls in the room and could really add some fun to important math concepts. -Cheri Enigk]]> 2023-07-10 19:56:10 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642039926 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642046528 I thought the comparison to using a map was very helpful. When students are not given the tools to solve problems, they will not be able to succeed in problem solving and they will just use the same tactics to move by. The article suggests that literature is very important in problem solving. Teaching students the literature and vocabulary will allow them greater access to understanding and solving problems in more than one way. -Maddy Svercel ]]> 2023-07-10 20:16:38 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642046528 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642053250 This article was great for helping me to catch how often I want to do so many of these things when being in a classroom. It can be so easy for us as teachers to give immediate answers, grab a pencil, or assign a homework. We go the easier route enough times and the day is done and the students are sent home with their homework to figure out with not many ways to figure their work out on their own. I found it comforting that this is all common things that we do, but that there were attainable ways for us to resolve these reflexes. It is true that by doing these things we are teaching them to "mimic rather than think." By taking more time and thinking through our methods as teachers, we will be giving more students a variety of pathways for thinking for themselves. The one section that I feel would be difficult for me to adapt to would be section 4, "Stall your answer." At first glance, it feels to me like ignoring the students needs by not answering them in some capacity. I recognize the need to prompt the students to have more think time, but feel bad not answering them immediately. - Stephanie Page]]> 2023-07-10 20:42:01 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642053250 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642067861 This article tied perfectly into my thoughts on the other article I picked to read "5 Ways to Stop Thinking for Your Students." I enjoyed the way this article worded the topic of "think time." Providing the students their own time to tackle to problem, giving them the option to come back to the problem, or like number 2, give options for another operation. I personally struggled in math going through school and specifically struggled when I had to solve problems only one specific way. It is nice to know that we are encouraged to prompt students with more methods so that they can solve problems more independently. - Stephanie Page]]> 2023-07-10 21:32:49 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642067861 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642107462 Thinking is an important part of learning. Instead of having students work in a setting that is not working. They should be placed in an environment that they can thrive thinking. Placing students in a group and assigning jobs for each person in a group ensures that each person will be actively participating and learning. Having the students "vertically learn" is another way that they will be able to get them involved. Working with dry erase markers and whiteboards help students not to focus on getting everything correct, but to write out what can do and know that they can correct the work by simply erasing it. This not only helps the student to think, but to also persevere even when they did not answer correctly. The focus on being able to understand the work, not just to answer correctly. Lastly, in order for this to work in a classroom there needs to be strategies taught that allow students to be in a learning environment. -Kalen Dotson]]> 2023-07-10 23:49:26 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642107462 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642111510 I like that you said it is easy to get into a routine of showing students how to do the work and then giving the students the answers. I often struggle with doing this myself. I always leave wondering did I teach the students something new or did they just learn how to simple copy down notes and copy what I already know what to do. Learning to let a student think and process the work for themselves. Not helping and letting them solve an answer for them is so hard, but it is vital to help them learn how to process and for themselves. -Kalen Dotson]]> 2023-07-10 23:55:40 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642111510 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642116129 I thought the exact same thing. When I think of math I immediately think about equations and numbers, not the words. Vocabulary in math is essential to helping students know how to solve math problems. It is interesting that one of the solutions is to have a word wall, because that reminds me of what we talked about in our last class last session. Having a word of the day is also interesting as well. -Kalen Dotson]]> 2023-07-11 00:02:52 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642116129 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642183347 When reading this, this challenged me to get out of the way to help students to learn. Giving them tools to use to help them think and to let them struggle with a question so that they can learn. It is so easy to get caught in the work of getting your work done and following the curriculum speed, but slowing down to make sure they have skills in order to solve word problems is so much more beneficial. Once they are able to understand the skill this means that the students can download the information faster. Encouraging the students to work on a problem and think helps so much more than just simply giving them the answer. -Kalen Dotson]]> 2023-07-11 01:08:32 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642183347 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642912417 I enjoyed reading your comment and agree that "I do, we do, you do" is still a good strategy. It is interesting that some strategies that may work in a content area like literature, may not work for Math. - Maddy ]]> 2023-07-11 20:23:06 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642912417 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642915392 Stephanie, I too enjoyed the topic of "think time." I believe it is very important for students to have the opportunities and methods to learn in ways that best serves them. -Maddy ]]> 2023-07-11 20:35:28 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2642915392 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643178703 This article discusses strategies to help with critical thinking and connecting problem-solving to reading. It made me reflect on my teaching of math during this past school year. As far as what strategies I used to teach the material, what strategies did my students use to get their answers and did it stop them from thinking critically or doing less of the work? Often in math especially with word problems, reading can be a barrier for some students. It's important for students to learn multiple strategies to help them solve math problems but also utilize their reading and comprehension skills. Using manipulatives, breaking apart the question, read it draw it write method, visuals (anchor charts), drawings, etc. to help them solve the math problems. Be mindful that there is more than one way to solve a problem and avoid telling them exactly what to do this puts limitations on their deeper thinking. Also, allow students to have wait time so they can gather their ideas about what's being asked and how to go about finding a solution. We often feel so rushed to get everything done, this takes away from their learning. Slowing down, revisiting, and rereading these problems will help students be able to process the information better and faster. Including prompt questions will also push and encourage students to think critically. - Ta'Nira Newton]]> 2023-07-12 02:57:58 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643178703 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643220869 I love how you stated that the article enlightened you to think about why it is important to make math inclusive and how teachers can help with that. Representation matters and including students in math problems will help engage their learning. As a kid, I remember my teachers including their students' names in math problems, using real-world examples, and doing simple things like allowing us to come to the board, and show the class how we solved the problem. That helped push our learning and motivated us to want to learn more. It made learning fun, relatable, and interesting. Especially in math, it's pretty cool to see what you're capable of and what you can learn. - Ta'Nira Newton]]> 2023-07-12 03:34:39 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643220869 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643232482 Yes, I agree thinking is an important part of learning. That is why it's important to create a positive environment for students to flourish. If the environment encourages thinking, learning, and engagement it will help students become more involved. I like how you talked about creating jobs to ensure that all the students are engaged and learning. As well as using whiteboards and dry-erase markers to help them map out their thinking and correct their mistakes. These strategies will boost their confidence in learning. - Ta'Nira Newton]]> 2023-07-12 03:47:53 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643232482 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643253900 Typically when you think of math you visualize equations, formulas, numbers, variables and shapes, etc. You wouldn't think about using word walls, vocabulary lists and word-of-the-day activities in math. As we focus on word problems we have to think about what math terms will students have trouble with especially if they're seeing them for the first time. As you progress in math it becomes more complex, and so does the vocabulary. I thought about how students can see math terms and not understand them. Spending time to focus on keywords that are used in math problems can help students comprehend the meaning of the terms and recognize them as they appear in math problems. Using multiple activities and strategies helps make those connections. For example, creating your own vocabulary lists from a math text and defining those words. Getting creative and allowing the students to draw pictures, colorful posts it's and etc. Even games and the word-of-the-day, I tried similar activities as well. During our angles (right, obtuse, acute), line/line segments, and ray's unit I used an activity that required my students to get out of their seats and use their arms to show me what those words meant, looked like. We utilized an anchor chart/ word wall with the words and their meanings but allowed them to demonstrate what they mean. This activity checked their understanding of the terms and also engaged their thinking. - Ta'Nira Newton

]]> 2023-07-12 04:18:44 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643253900 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643522928 Ta'Nira, I love love love this! Vocabulary is tough in math - your strategy of getting students out of their seats and physically demonstrating the angles unit is fantastic! I also appreciate that you use different strategies to integrate the new vocabulary such as games, post its, drawing etc. I personally never came across a word wall with math growing up certainly never doing exercises to integrate the new vocabulary. I am excited to try some of these strategies and am so excited you already use them!]]> 2023-07-12 11:13:34 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643522928 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643541362 This article was well put when explaining how to keep your students engaged and having a positive and encouraging growth mindset. Helping students understand how to approach mathematics in multiple ways can open new windows for students with their comprehension. I related this article to not only being helpful with providing tips for an effective math class, but to also encourage confidence among your classroom. It stated that the ultimate goals of mathematics are to understand the material, apply skills and recall concepts in the future. This is all built on a foundation of confidence and effective teaching from an educator. I really enjoyed this article because it broke down parts in which students can become more effective and it proposed the effect of an engaging lesson. Something, I struggle with while substitute teaching is being clear and concise with math lessons. Math is a subject that does not come easily to me, and I find myself after every statement asking students, "Does this make sense?" Reading this article really opened my eyes to different possibilities on how to effective teach the subject of mathematics. I know for me, I am a visual learner, so the one tip that said to include multiple representations was something that stuck out to me. I'm hoping to be able to provide this kind of intel to my future students and be accommodating to their needs with comprehension of mathematics. 

HALEY NOEL]]> 2023-07-12 11:58:10 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643541362 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643558915 While reading this article, I was thinking and relating back to our EDU 501 class about creating a space where students feel as thought they belong in the classroom. This article gave 5 different ways that teachers can become conscious to creating creative ways to implement inclusivity for the students who the system has failed. Researching culturally relevant pedagogy can share educator's experiences and beliefs through social justices and providing a curriculum in which students can see themselves in the material. Reflecting your own experience is crucial before making changes to the curriculum in order to provide better understanding before effective teaching a supportive social cultural classroom dynamic. The article went on to explain the teaching strategies we can use as educators to highlight and support student's voices in the classroom especially through student-centered environments. If students feel motivated by their peers and educators, they will succeed. Being able to ask students to provide their way of thinking or sharing their ideas on how they achieved the answer to the problem can create different pathways to the solution. The more we commit to incorporating to learning the student's backgrounds while providing a safe space for everyone, we can grasp student's attention and make real-world connections through building relationships and encouraging them to see mathematics in the world around them. I really enjoyed this article and it provided great insight in how we can not only create a equal learning opportunity for everyone in the classroom but how we can incorporate this into our mathematics lessons as well and helping our students to acquire the skills that will help them feel more connected to math through their own connections in and out of the classroom. 

HALEY NOEL]]> 2023-07-12 12:36:48 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643558915 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643597462 I agree with your statement about the thought of mathematics. Vocabulary is not the first thing that comes to mind for me as well! Although I can understand the importance of teaching students the difference between certain definitions when it comes to different mathematical equations. The word wall is a great tip to include with not only vocabulary that you may do with students for ELA but to incorporate one for math as well. I think it would be beneficial for students to learn words associated with their lesson in order to really get a great grasp of the concept that is being delivered. Great post! :) 

HALEY NOEL]]> 2023-07-12 13:43:29 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643597462 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643600225 I agree with your comment about giving students time to think for themselves. This gives them the opportunity to work through the problem themselves before they are given the answer by the teacher or another student. I believe this would really help students become more confident and comfortable with how they can approach mathematical equations independently when it comes to in class work time, homework or tests and quizzes. 

HALEY NOEL]]> 2023-07-12 13:48:00 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643600225 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643633291 I loved your activity that you did with your students to get them involved in understanding and demonstrating math vocabulary. Some of these words can be complexed and can hold students back from understanding and solving math problems independently. I never thought to create word walls for tier 3 academic words, but it makes so much sense to help students understand the words to understand the word problems.

-Stephanie Page]]> 2023-07-12 14:50:37 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643633291 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643635919 Great point about the importance of vocabulary! It is so important to give students tools to be able to independently solve problems without being held back by unknown words. The article was full of useful methods on how to help students understand complex math vocabulary.

-Stephanie Page]]> 2023-07-12 14:56:16 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643635919 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643685647 The article makes a lot of good points about how underrepresented groups can struggle in math if they don't see themselves represented in the pedagogy. I found all of the points useful, but I especially liked number 2, "reflect on your own experience." I feel like for me to better understand my students' cultural identities, I would first have to understand what that means to me. The identity wheel provided has good prompts to help stimulate thinking about my identity. Once we can establish the identities of the students, we can bridge the gap between the curriculum and how it affects their lives and communities. I found the point about building relationships in the school and community very interesting. If we can present people around them that can connect to the material, than the students are likely to have an easier time making those connections for themselves. And if the students connect with the lessons, I believe they are more likely to enjoy it, learn from it, and see themselves involved with it in the future. ]]> 2023-07-12 16:50:23 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643685647 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643691273 The thinking classroom discussed actually sounds a lot like the classes we have been a part of thus far in our MST program. Personally, I have found this style of teaching and learning more preferrable to my undergraduate classes which were mostly lectures. I felt like a lot of what the author was saying about traditional classrooms was accurate. In a lecture, I was much more likely to "check out" mentally even when trying to keep up with the lesson. It is difficult to stay focused on a lesson when the professor just reads the material to you for an hour. I find environments that promote discussion, movement, and student involvement keep me engaged and I retain more from the lesson. I especially like to hear what my peers are thinking about the lesson because it can help me sort out my own thoughts on what is being discussed. Hearing from more perspectives than just the teacher's can be very helpful for me to internalize the lesson. I really liked the idea of starting a new lesson with something challenging that can push thinking rather than just starting with something easy to get the lesson going. I feel like that can set the stage for more complex thinking rather than surface thinking.]]> 2023-07-12 17:05:42 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643691273 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643694025 Vocab is not something I have ever associated with math.  But it makes a lot of sense!  There are many complex words when it comes to learning math that, at this point, I just take for granted.  Students have to learn the vocabulary and the math at the same time.  I can definitely see how someone who is not proficient in reading can struggle with math as well.  I wonder if someone is struggling with reading, if we rework their math lessons to exclude difficult words? - Fuad Suleiman]]> 2023-07-12 17:13:16 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643694025 https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643696398 I really liked the part about assigning jobs to members of the group. Often times, students can be anonymous in group work if other students take over. But like you said, if we assign different tasks to each student, we can ensure active participation by each member of the group. That way everyone will be involved and will hopefully stay engaged with the lesson at hand. - Fuad Suleiman]]> 2023-07-12 17:20:45 UTC https://padlet.com/mrnashteach/kk4yq9uewpiy6kks/wish/2643696398