Math Mindsets Book Club by Carolyn Ruhnow

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Conrad Wolfram TED Talk

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Fluency without Fear Article

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Chapter 1 Reflection Questions

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Chapter 1: The Brain & Mathematics Learning

What are some common misconceptions about math ability, and how can a growth mindset help to challenge these misconceptions?
How can we help parents avoid language that promotes a fixed math mindset (“I was never any good at math either.”) and instead support the development of a growth mindset in math at home? What role does praise play in this? (p 9)
What does Jo believe is wrong with the idea of being “‘developmentally ready” for topics in math? (p 9)

Chapter 2 Chapter Reflections

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Chapter 2: The Power of Mistakes & Struggle

Why is it important for students to make mistakes and experience productive struggle in their math learning, and how can teachers facilitate this process?
Jo argues that changing the message around mistakes will be “a big change for some teachers who currently plan the tasks given in mathematics classrooms to ensure student success.” (p 22) What are your thoughts on this idea?

Chapter 3 Chapter Reflections

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Chapter 3. The Creativity & Beauty in Math

What messages do we send about Math when we give an assessment on the first days? How else could we gather diagnostic information about our students? (p 25)
“Most students think of mathematics as a series of answers - answers to questions that nobody has asked.” What sorts of changes can we make in our classrooms to help our students own the questions? (p 31)
How does Jo respond to parents that ask “What is the point of my child explaining their work if they can get the answer right?” (p 33) What are your thoughts on this idea?

Monday May 8 4-5 PM CTE Media Center

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Summer Assignment

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Read Chapters 1-3 and prepare to discuss by answering the Reflection Questions.

Wednesday, September 27 4-5 Centennial Elem Media Center

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Math Fact Automaticity

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NCTM Stand on Procedural Fluency

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From Memory VS Memorization

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Math Pickle PDF of Puzzles

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The posts in yellow in this column are all the resources that were listed on page 93 that incorporate the features from Chapter 5.

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Math Forum - NCTM

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NRich Resources

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All Grade Levels Challenging Math Problems

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Daily Number Sense Estimation

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Visual Patterns for Math Talks

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Number Strings

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NCTM Ill

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Assignment for October

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Read Chapter 4 & Fluency without Fear for October. Add any ideas you may have for sharing with the staff to the Padlet.

Developmentally ready is outdated. Instead, "sequential skill" learning helps parents and guardians understand that all learners have a mathematical brain.

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Question

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How do we as teachers train ourselves to not jump in right away and help?

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80% of school math is performing calculations by hand, but computation as a valued skill has dropped from 2nd to 12th.

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We can share during building teacher meetings

Let students share out their different strategies and thinking. Working in partner pairs is very helpful to engage students in discussion about math.

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Research from the Cognitive Science, Explicit Instruction and Cognitive Load Theory sections of this page stress the importance of students having key mathematical facts ready to be retrieved from long term memory so they do not take up valuable space in working memory

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Backward Timing

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Math, a Universal Language?

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“ “Math is a universal language.” This is a common belief, and there is some truth to it. Educators need to understand that not all cultures use the same numerical symbols and function signs”

Questions to Consider for Chapter 6

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What were your impressions of “The Myth of the Mathematical Gifted Child”?
What strategies can you use to actively overcome inequalities in your class?
Is Jo saying that with the right attitude and work ethic, we could all be Einstein? What do you think?
Jo has some strong feelings about homework and its place in the math classroom. What are your thoughts/feelings about homework?