Mathematics Updates
September 2016
State to survey mathematics teachers in September
The process will begin with the identification of targeted standards. To accomplish this first step, participation from Georgia math teachers in grade level/course statewide surveys is of vital importance. The surveys will be sent to teachers using Survey Monkey in early September. To illustrate the question that will be on the surveys, the state has shared a SAMPLE survey for kindergarten math.
When you get the opportunity to provide feedback, please thoughtfully respond.
________________________________________________________
Practices supporting equity-based math teaching
NCTM Research Clip
Current mathematics education research is used to frame equity-based teaching practices
through three lenses useful for building one’s teaching: reflecting, noticing, and engaging
in community.
Reflecting.
Equity-based teaching requires a substantial amount of reflection, which involves not just reflecting on your pedagogy and your classroom norms, but also considering how you identify yourself and how others identify you (Crockett, 2008; Gutiérrez, 2013b; Walshaw, 2010).
Noticing.
Noticing generally refers to paying attention to students’ mathematical thinking (Jacobs, Lamb, & Philipp, 2010), yet it is a crucial skill for equity-based teaching; noticing helps teachers pay attention to how students position and identify themselves and each other (Wager, 2014).
Engaging in community.
Community engagement is powerful, in all aspects of teaching. While there are many ways to engage in your multiple communities, we highlight two
specific communities here: your classroom and your teaching community.
________________________________________________________
Google Drive! What are you waiting for, math teachers?
By David Sladkey, a high school math teacher
It is so easy and your students will use the things you post. Your students will use it on the bus, waiting at the doctor, while watching TV, and as a passenger in a car. Make your class convenient for them. They will reward you with accessing them often. One of the best things about this system is that your students can never say that they lost something that you handed out. Please see my folder that I use for my Precalculus students: Precalculus Student Folder
An added benefit of Google Drive is that when the students are viewing the documents, they have a preview of each document. This is very convenient. By the way, your students can't change anything in the folder. They can only view it and download it.
Tips for using Google apps with young children
________________________________________________________
Watch the short video to see how Leah uses student mistakes in a positive way to improve student understanding and allow them to engage in Mathematical Practice Standard 6. Although she teaches at the middle grades level, this routine can be effectively adapted at the elementary and high school levels as well.
________________________________________________________
September math professional learning opportunities
Sept. 1, 2016 - Western Elementary
Mathematics Standards: Seeing the Literacy and Rigor
Grade-level sessions will focus on examining the two types of math standards, exploring the dynamics of literacy and math, and diving deep into the standards for Unit 1. Although participation in the face-to-face sessions is limited to Western Elementary teachers, resources will be made available to all Coweta teachers through the K-2 Math and 3-5 Math Google classrooms after the presentations.
Sept. 6, 2016 - Werz Central Office - PLC - 4:00pm - 5:15pm
IXL Math Training
This professional learning session, open to elementary and middle grades teachers, provides an overview of key components of IXL for successful implementation. Participants will experience IXL from both the teacher and student perspectives. Specific strategies include methods for MicroSkill selection, opportunities for embedded formative assessment, and options for differentiated implementation. IXL trainers will provide the session via a webinar that participants will engage in together. Participants are asked to bring their Chromebooks to the session.
Sept. 8, 2016 (Webinar)
Games Using Ten-Frames (Part I)
Participants will engage in a series of games using ten-frames in the first of two sessions devoted to this topic. Tips for differentiating instruction and suggestions for extending learning will be shared in this session geared towards teachers of Kindergarten through Grade 2. (Webinar, 2:45-3:45 p.m.; repeat of session offered in face-to-face format on Aug. 23.) Register by 4 p.m. on Sept. 7, 2016, at https://goo.gl/forms/PgIlnrriYgYGAzyO2 to receive link to join session.
Sept. 13, 2016 - (F2F) Werz Central Office - SD1 - 3pm - 4pm
Games Using Ten-Frames (Part I)
(Face-to-face session – repeat of virtual session offered on Sept. 8) Participants will engage in a series of games using ten-frames in the first of two sessions devoted to this topic. Tips for differentiating instruction and suggestions for extending learning will be shared in this session geared towards teachers of Kindergarten through Grade 2. Register by 4 p.m. on Sept. 12, 2016, at https://goo.gl/forms/HKXrAa9yGXNOqfGv1 so that an appropriate number of materials can be created for participants.
Sept. 20, 2016 (Webinar)
Developing Strategies for Computation: Division
Flexible methods of computation in division, involving decomposing and composing numbers in a wide variety of ways will be examined in this session designed for teachers of students in Grades 3-5. (Webinar, 2:45-3:45 p.m.; repeat of session offered in face-to-face format on Sept. 22.) Register by 4 p.m. on Sept. 21, 2016, at https://goo.gl/forms/qcS7HB6FIybpAFQR2 to receive link to join session.
Sept. 22, 2016 - (F2F) Werz Central Office - SD1 - 3pm - 4pm
Developing Strategies for Computation: Division
(Face-to-face session - repeat of virtual session offered on Sept. 20) Flexible methods of computation in division, involving decomposing and composing numbers in a wide variety of ways will be examined in this session designed for teachers of students in Grades 3-5. Participants are asked to bring their Chromebooks to the session. Register by 4 p.m. on Sept. 21, 2016, at https://goo.gl/forms/mFrARji7RQ5LClMl1 to receive link to join session.________________________________________________________
Discover new ways to use IXL in the classroom
________________________________________________________
Research base
Crockett, M.D. (2008). Mathematics and teaching. New York: Lawrence Erlbaum Associates.
Gutiérrez, R., & Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44 (1), 37-68.
Jacobs, V.R., Lamb, L.L.C., & Philipp, R.A. (2010). Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202.
Miller, M. (2016). 12 tips for using Google apps with young students. Web blog. Retrieved from http://ditchthattextbook.com/2016/08/22/12-tips-for-using-google-apps-with-young-students/
Pinto, C. (2016). Ed tech - Christine Pinto. Web blog. Retrieved from http://christinepinto.com/
Sladkey, D. (2014). Reflections of a high school math teacher. Web blog. Retrieved from http://teachhighschoolmath.blogspot.com/2014/01/google-drive-what-are-you-waiting-for.html
Wager, A.A. (2014). Noticing children's participation: Insights into teacher positionality toward equitable mathematics pedagogy. Journal for Research in Mathematics Education, 45(3), 312-350.
Walshaw, M. (2010). Mathematics pedagogical change: Rethinking identity and reflective practice. Journal of Mathematics Teacher Education, 13(6), 487-497.