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Math Blog
Math Blog
Fall 2020
Fall 2020
Since writing the March moments, lots of things have changed for us!
Two big adjustments for teachers is:
1) Teaching remotely.
2) Teaching remotely with your own children at home
I like what Christina Tondevold gives us as a reminder as we strive to provide engaging math as distance learning:
Focus on building your students’ math minds and not just having them calculate answers.
Allowing kids to explore and play with math instead of stressing about covering content.
When you put those two together you become that teacher everyone wants to have, whether virtually or in the classroom.
The full article:
Build Math Minds is Christina’s website. To join and receive her weekly podcast: Link
And the next adjustment for some is teaching remotely with your own children at home.
There is a great article that really makes you stop and think about when you have personal children at home during this time. The article can be found: https://chalkbeat.org/posts/us/2020/03/31/remote-instruction-coronavirus-teachers-parents/
Remember I am always a call or email away! Jane
Works Cited
“Build Math Minds with The Recovering Traditionalist.” The Recovering Traditionalist, mathematicallyminded.com/.
Barnum, Matt. “Many Teachers Are Parents Too. That Makes Remote Instruction a Challenge.” Chalkbeat, Chalkbeat, 1 Apr. 2020, chalkbeat.org/posts/us/2020/03/31/remote-instruction-coronavirus-teachers-parents/.
March 2020
March 2020
Overcoming Spring Fever
Overcoming Spring Fever
March is the month for spring break and the first day os Spring! But with this time of year also comes Spring Fever: antsy students? bad behavior? or short attention spans?
Let's look at some tips to help you and your students beat spring fever.
First of all maintaining enthusiasm is essential for keeping students engaged. If we are not excited about the content or even being at school, it shows and the students will not either!
Be creative! Use Movement! Check out my Inside Out online session #089994.
Make math interesting by using math in everyday life such as census math.
Begin planning now about math and the upcoming elections. Resource
After spring breal it may be helpful to REINFORCE YOUR “BACK-TO-SCHOOL” PROCEDURES.
Happy Spring!
Happy Spring!
Overcoming Spring Fever
Overcoming Spring Fever
March is the month for spring break and the first day os Spring! But with this time of year also comes Spring Fever: antsy students? bad behavior? or short attention spans?
Let's look at some tips to help you and your students beat spring fever.
First of all maintaining enthusiasm is essential for keeping students engaged. If we are not excited about the content or even being at school, it shows and the students will not either!
Be creative! Use Movement! Check out my Inside Out online session #089994.
Make math interesting by using math in everyday life such as census math.
Begin planning now about math and the upcoming elections. Resource
After spring breal it may be helpful to REINFORCE YOUR “BACK-TO-SCHOOL” PROCEDURES.
Happy Spring!
Happy Spring!
February 2020
February 2020
Engage!
Engage!
Student engagement is a proven factor in mathematics achievement. Sounds great, doesn’t it? But as spring and testing season gets closer what can be done to increase the likelihood that students will be engaged with the tasks we ask them to do?
Here are a few tips:
Make It Fun
Almost any task can be turned into a game to add a sense of fun to a skill that is being practiced. Also graphic organizers can make review more engaging. During February be sure to check out my Step up to STAAR grade 2 and Count Down to STAAR Grade 3, 4, & 5. Check out the following resources for other ways to engage by making math fun:
Blog about cheers and admirations:
http://www.theteachertoolkit.com/index.php/tool/affirmations
https://www.mathcoachscorner.com/2013/04/cheers-for-student-engagement/
Cheers
https://www.youtube.com/watch?v=3hsOFYEMSvI
Use Technology
Technology is very engaging for most students. The following web site for Steve Wyborney has some great ideas for engaging students with thinking routines:
The key to unlocking your students’ love of math is building their confidence and helping them see that they can be successful. Throw in some fun games and activities, and all your students will love math and beg to do more.
Other ideas:
https://www.livebinders.com/play/play?id=1306459
Works Cited
YouTube, YouTube, www.youtube.com/watch?v=3hsOFYEMSvI.
“Affirmations.” The, www.theteachertoolkit.com/index.php/tool/affirmations.
Boucher, Donna. “Cheers for Student Engagement.” Math Coach's Corner, 21 Apr. 2015, www.mathcoachscorner.com/2013/04/cheers-for-student-engagement/.
“Elementary Toolkit.” LiveBinders, www.livebinders.com/play/play?id=1306459.
“Sharing Thoughts About Education.” Steve Wyborney's Blog: I'm on a Learning Mission., 20 Jan. 2020, stevewyborney.com/.
January 2020
January 2020
Hands On Math
Hands On Math
An activity we do in some of our elementary math trainings analyzes the candy of M&M’s. We start with the actual candy and write down all the attributes. Then take a picture of M&M’s and strike out the attributes we no longer can prove with just the picture. Then we do the same with the word candy. Many of the first attributes are no longer on the list. The same goes with most math concepts to show how important hands on (the concrete) is in the elementary math classroom!
As we begin in 2020, let us reflect on how much we are stressing math tools for our mathematicians. For true understanding of math concepts, our students need time with the concrete. Also just because it is January we should not put up the tools because they cannot use them on the STAAR test! Mathematicians move away for the concrete at different times and we should not cause math gaps by taking them away too soon. Its okay to introduce the pictorial and even show the abstract but the tools should be there until students individually push them away.
A great blog about Texas TEKS and hands on math is in the Math Coach Corner:
https://www.mathcoachscorner.com/2015/05/why-cra/
Also here are some resources on which manipulatives in the grade levels:
https://www.hand2mind.com/resources/why-teach-math-with-manipulatives
Works Cited
Boucher, Donna, et al. “Why CRA?” Math Coach's Corner, 14 Feb. 2017, www.mathcoachscorner.com/2015/05/why-cra/.
“Why Teach Mathematics with Manipulatives?” hand2mind, www.hand2mind.com/resources/why-teach-math-with-manipulatives.
December 2019
December 2019
Are your students developing into proficient mathematicians?
During the mathematize journey we want to empower students and give them ownership of their learning. Using small groups/workstations is a way to do just that!
Let’s take a look how we can train our mathematicians to be independent while we are using small groups in math class.
One component for using small groups can be the interactive math journal. An example of the interactive journal can be as below:
The left side of the journal can be used during the whole group lesson and sometimes at the teacher table. On the left side are the big ideas of a concept or vocabulary for a unit. The right side is where the student can practice the concept from the left side. Sometimes the right side is done at the teacher table for guided practice. Other times the right side may be where the shows they practicing or reflecting on the skills.
This type of math journal will give students the opportunity to learn, communicate and reflect as mathematicians. And this leads to independent mathematicians during math class.
Another component should be anchor charts. Anchor charts serve as scaffolds and reference tools for students, allowing them to reference procedures and examples as needed.
The last component of using small groups I want to discuss are workstations that are purposeful practice. If you are just beginning small groups/workstations, start small. Pick a few of these ideas for what the other students are doing while you pull students or conference with students:
Fact Fluency, Problem-Solving, Vocabulary, Journaling, Technology
The workstations should be differentiated to allow students to perform at their individual academic levels. Differentiated workstations allow the students to be productive and engaged because the students are working on the level that is academically appropriate for them.
Reminders about Workstations:
· Should be meaningful math practice.
· Should be standards based and the standard can be written as an “I can” statement.
· Should have accountability with a center folder or journal.
· Should be introduced and practiced before put in to the workstation.
Workstations allow students to engage in meaningful, independent math practice through student driven games and activities. Using math small groups/workstations allow students to learn and grow together!
Workstations allow students to engage in meaningful, independent math practice through student driven games and activities. Using math small groups/workstations allow students to learn and grow together!
Above picture is from:
Works Cited
“Using Interactive Notebooks in Multiple Subjects • Smith Curriculum and Consulting.” Smith Curriculum and Consulting, 28 Apr. 2015, smithcurriculumconsulting.com/using-interactive-notebooks-in-multiple-subjects/.
November 2019
November 2019
Problem Solving
Problem Solving
How can we as teachers help students to become problem solvers and not just solve problems?
How can we as teachers help students to become problem solvers and not just solve problems?
As we begin….Think about the last few mathematics lessons you have taught. How much problem solving did the children do? Problem-solving should be everyday…..whole group, small group and in workstations.
As we begin….Think about the last few mathematics lessons you have taught. How much problem solving did the children do? Problem-solving should be everyday…..whole group, small group and in workstations.
A few ideas for a problem-solving classroom:
A few ideas for a problem-solving classroom:
* Create a safe and inviting environment for mathematics instruction.
* Create a safe and inviting environment for mathematics instruction.
* Devote adequate amounts of instructional time to help students develop their skill set as proficient mathematicians; be sure to provide tons of guided practice. Solve problems together as a class, with partners and in groups. Individual practice should come after the students have had plenty of opportunities to work together and comprehend and understand what they are doing. The research says that the more teachers understand these types of problems and teach them to their students, the better students understand the problems and are able to solve them. Furthermore, the research makes the case that the KEY WORD METHOD should be avoided!
* Devote adequate amounts of instructional time to help students develop their skill set as proficient mathematicians; be sure to provide tons of guided practice. Solve problems together as a class, with partners and in groups. Individual practice should come after the students have had plenty of opportunities to work together and comprehend and understand what they are doing. The research says that the more teachers understand these types of problems and teach them to their students, the better students understand the problems and are able to solve them. Furthermore, the research makes the case that the KEY WORD METHOD should be avoided!
Read more: https://www.mathcoachscorner.com/2012/04/there-are-no-magic-words/
Read more: https://www.mathcoachscorner.com/2012/04/there-are-no-magic-words/
* Use real-world contexts and hands-on instruction to boost engagement. If we can make connections for children between their daily lives and the problems we pose and solve in school, we will have much more success. Students benefit from learning experiences that are meaningful, relevant and well-connected to their own experiences. For ideas for making practical, relevant connections in math.
* Use real-world contexts and hands-on instruction to boost engagement. If we can make connections for children between their daily lives and the problems we pose and solve in school, we will have much more success. Students benefit from learning experiences that are meaningful, relevant and well-connected to their own experiences. For ideas for making practical, relevant connections in math.
Read more: https://www.edutopia.org/article/7-real-world-math-strategies
Read more: https://www.edutopia.org/article/7-real-world-math-strategies
* Give students the tools and opportunities to be confident, to question, to take risks, and to make mistakes. Emphasize that there is no one correct way to solve a problem but that there is usually only one correct answer.
* Give students the tools and opportunities to be confident, to question, to take risks, and to make mistakes. Emphasize that there is no one correct way to solve a problem but that there is usually only one correct answer.
Read more: https://www.mathcoachscorner.com/2012/05/another-case-against-key-words/
Read more: https://www.mathcoachscorner.com/2012/05/another-case-against-key-words/
October 2019
October 2019
The Five Practices : Successfully Orchestrating Math Discussions in Your Elementary Classroom
The Five Practices : Successfully Orchestrating Math Discussions in Your Elementary Classroom
What & Why
What & Why
The Five Practices (Anticipating, Monitoring, Selecting, Sequencing, and Connecting) are intended to be used in lessons in which the students are working together in small groups to complete some mathematical task, and a class-wide discussion is expected to be the culminating event of the lesson.
The five practices offer a powerful framework that we can use to activate our mathematics classrooms. The Five Practices stresses there should be explicit planning in comparison to explicit teaching.
In a math classroom, an “explicit” teacher tells students how to approach math, typically by way of a procedure. There’s no discovery. But, when we purposefully plan using a problem-based curriculum in our classroom – setting up investigations for our students, designing and implementing routines and fostering intentional talk – we can change what it means to be “explicit.”
Explicit planning requires us to understand the final picture – the goal – before the puzzles pieces can come together. It requires us to carefully connect each piece, because one missing piece will leave the final picture unfinished.
The following are the 5 practices for Orchestrating Productive Math Discussions
The following are the 5 practices for Orchestrating Productive Math Discussions
Mary Kay Stein and Peg Smith’s “5 Practices Framework:”
1. Anticipate what students will do – what strategies they will use – in solving a challenge.
2. Monitor student work as they approach the challenge in class.
3. Select students whose strategies are worth discussing in class.
4. Sequence those students’ presentations to maximize their potential to increase students’ learning.
5. Connect the strategies and ideas in a way that helps students understand the concepts learned.
With this explicit planning, . Students are at the center of the learning, and the teacher navigates the terrain to ensure equitable, meaningful, and deep discussions about important mathematics. Also the planning with the 5 practices creates an atmosphere in which students ask, explain, and connect. Without a doubt, our students are the greatest beneficiaries of this change in our planning!
Video of 5 Practices in Action:
Resources:
Smith, Margaret S., and Mary Kay Stein. 2011. 5 Practices for Orchestrating Productive Mathematics Discussions. Reston, VA: National Council of Teachers of Mathematics.
And
Using the 5 Practices in Mathematics Teaching
NCTM article
Keith Nabb, Erick B. Hofacker, Kathryn T. Ernie, and Susan Ahrendt
September 2019
September 2019
Vocabulary
Vocabulary
Why do we need a math vocabulary emphasis?
If you think about it, success in math often hinges more on the ability to read and understand the language of mathematics than on the ability to perform mathematics computation.
When a student misses something on an assessment, we must ask our self, did the student not understand the math or could they not read what the problem was asking?
We cannot expect students to walk into class with a clear understanding of “math words” if they were never explicitly taught. Math is a language we must teach students, just as Spanish or French must be taught and learned. No one would expect a student to walk into Spanish 1 already knowing how to translate English phrases or sentences into Spanish!
Students need to correctly read, write, and talk about mathematical concepts. Allowing students to participate in mathematical discussions and conversations in the classrooms can help students make sense of the mathematics they are learning. Teaching mathematical language gives students tools to precisely articulate their thinking and explain their answers.
How?
Students need multiple experiences to learn, practice, and apply academic language. It is important to note that understanding a math vocabulary term is more than just memorizing the definition.
The good news is that the most powerful strategies for helping kids learn the language of math are also the most motivating and fun! Why? Because those methods encourage kids to TALK about math concepts and practice using the vocabulary correctly as they take part in hands-on activities and math strategy games.
Mathematics vocabulary word wall cards provide a display of mathematics content words and associated visual cues to assist in vocabulary development. The cards should be used as an instructional tool for teachers and then as a reference for all students, particularly English learners and students with disabilities. Also have students create their own personal word walls or word banks. When used well a word wall can be a powerful tool that develops math vocabulary, promotes independence, and supports reading and writing in mathematics. Similarly, providing students with a personal math vocabulary book ensures that they have access to the language they need to further develop math writing skills no matter where they are seated in the classroom.
Let's make this a great year for math by putting more emphasis on math vocabulary!
Let's make this a great year for math by putting more emphasis on math vocabulary!
6 Ways to Promote Effective Use of Math Vocabulary Resources:
1. Introduce Vocabulary
2. Model, Model, Model
3. Make the Word Wall Interactive
4. Set Clear Expectations
5. Less is More
6. Make Word Wall Activities a Regular Routine
For more on each of the above six:
https://www.k-5mathteachingresources.com/math-vocabulary.html
Works Cited
“Math Vocabulary.” K, www.k-5mathteachingresources.com/math-vocabulary.html.
August 2019
August 2019
What is the Mathematize Journey?
What is the Mathematize Journey?
Mathematizing is looking around and asking:
Mathematizing is looking around and asking:
Does the environment at your district, campus or classroom send the message that mathematics is valued?
Does the environment at your district, campus or classroom send the message that mathematics is valued?
Mathematizing your school means that mathematics is displayed throughout the learning environment and sends the message that mathematics is valued at your school. Join me for a mathematize journey where we create and foster a mindset that everyone can and will be successful at math.
Mathematizing your school means that mathematics is displayed throughout the learning environment and sends the message that mathematics is valued at your school. Join me for a mathematize journey where we create and foster a mindset that everyone can and will be successful at math.
During the 2019 -20 school year there will be many opportunities (both online and in person) to be a part of this journey. Practices that allow students to realize their potential to become successful mathematicians.
During the 2019 -20 school year there will be many opportunities (both online and in person) to be a part of this journey. Practices that allow students to realize their potential to become successful mathematicians.
Also, each month join me here for a topic for Mathematizing our Schools!!
Also, each month join me here for a topic for Mathematizing our Schools!!
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