This homework assignment has the following parts:
PART 1: Bring a snack to share (optional)
If you're able/comfortable, bring a snack/dessert/food item to share for our class community-building activity on December 4:)
PART 2: Fall Term Reflection (20 minutes)
Spend 20 minutes thinking about and representing your responses to the following prompts. Put a copy of your representation(s) to the prompts in your personal folder and come to class prepared to share your responses to these prompts with our class.
PROMPT 1: What are your two big takeaways from the learning we did together in our course this term?
PROMPT 2: What are you still trying to make sense of? What questions and/or wonderings do you still have (based on the learning we did together in our course this term)?
Part 3: Prepare for your 1-1 Meeting with Torrey
Please do the following:
Complete the Math Methods Grade spreadsheet in your personal folder to calculate your term grade (based on the assignments you have completed and class sessions you have attended) - PLEASE DOUBLE CHECK THE SHARE SETTINGS ON THIS SPREADSHEET TO MAKE SURE YOU ARE THE ONLY PERSON WHO CAN VIEW YOUR GRADE (TORREY CHECKED THE SHARE SETTINGS SO PLEASE VERIFY THIS)
Access Torrey's appointment schedule calendar to sign up for 1-1 meeting with Torrey sometime between December 1 - 11 and meet with her to share/discuss your ongoing learning related to our course topics and assignments this term. Let Torrey know if you need to meet at a different time than the times offered.
PART 4: Work on your Digital Math Journal (10 mins)
Complete the slide due December 4 by taking a picture of something math-related in your daily life AND describing how the picture is relevant to your students and math content in your class(es). We will share our Digital Math Journals in class on December 4.
PART 5: Get familiar with edTPA:) (2 hours)
Complete the "COE edtpa Confidentiality Acknowledgement Form" in your Tk20 account (it is listed under the "Survey" tab on the left side when you get in your account)
Peruse the COE edTPA website and watch the edTPA 101 - Overview video (once you edTPA login has been approved)
Read the following sections of the Secondary Math edTPA handbook
Introduction to edTPA Secondary Mathematics (pp. 1-4 of 51)
"What do I need to think about?" for Planning Task 1: Planning for Instruction and Assessment (p. 8 of 51)
"What do I need to think about?" for Planning Task 2: Instructing and Engaging Students in Learning (p. 19 of 51)
"What do I need to think about?" for Planning Task 3: Assessing Student Learning (p. 28 of 51)
Secondary Mathematics Context for Learning Information (pp. 39-41 of 51)
Write questions you have about the edTPA in the edTPA Questions document
Look at the March 20 and April 17 pacing calendars which provide a suggested outline to keep you on track to submit on each of these days. Think about which submission date you would like to aim for.
Look at the video permission form and talk with your CT (as appropriate) about how you can distribute and collect these in the coming weeks (ideally by mid January)
Part 6: Work on the Lesson Planning and Task Analysis Module (2 hours)
Work on Part 3 of this project (due December 9 at 11:59pm)
PART 7: Complete the Equitable Math Instruction Project Part 1 (1 hour)
Use the Co-Learning Protocol 1 2 times this term. Let Torrey know if you need help finding a partner to use the protocol with. REMINDER: you will share what you learned from using the protocol during our class on December 4.
Part 8: Complete the Student Thinking Project (1 hour)
Complete Part 3 (Analyze Each Student’s Thinking) by December 4.
This homework assignment has the following parts:
PART 1: Work on your Digital Math Journal (10 mins)
Complete the slide due November 20 by taking a picture of something math-related in your daily life AND describing how the picture is relevant to your students and math content in your class(es).
Part 2: Work on the Lesson Planning and Task Analysis Module (2 hours)
Complete Parts 1 and 2 of this project (due November 20)
PART 3: Work on the Equitable Math Instruction Project Part 1 (1 hour)
Use the Co-Learning Protocol 1 2 times this term. Let Torrey know if you need help finding a partner to use the protocol with. REMINDER: you will share what you learned from using the protocol during our class on December 4.
Part 4: Work on the Student Thinking Project (1 hour)
Complete Part 3 (Analyze Each Student’s Thinking) by December 4.
This homework assignment has the following parts:
PART 1: Complete the weekly readings/videos response (2 hours)
WATCH Bay-Williams (2019) Conceptual and Procedural Knowledge
WRITE a response to the following prompts on your "Article Notes and Responses" page in your personal folder (making sure to cite page numbers and include quotes as you see fit):
PROMPT 1: How do the articles/videos this week define/describe procedural fluency?
PROMPT 2: What do you and your CT do to support students in developing conceptual understandings of topics? What do you and your CT do to support students in developing procedural fluency of topics?
PART 2: Work on your Digital Math Journal (10 mins)
Complete the slide due November 13 by taking a picture of something math-related in your daily life AND describing how the picture is relevant to your students and math content in your class(es).
PART 3: Work on the Equitable Math Instruction Project Part 1 (1 hour)
Use the Co-Learning Protocol 1 2 times this term. Let Torrey know if you need help finding a partner to use the protocol with. REMINDER: you will share what you learned from using the protocol during our class on December 4.
Part 4: Work on the Student Thinking Project (1 hour)
Complete Part 2 (Conduct the Interviews) by November 13.
Part 5: Work on the Lesson Planning and Task Analysis Module (2 hours)
Work on Parts 1 and 2 of this project (due November 29)
This homework assignment has the following parts:
PART 1: Complete the weekly readings/videos response (2-3 hours)
WATCH NCTM Channel Building Conceptual Understanding in Mathematics
READ Carpenter & Lehrer (1999). Teaching and learning mathematics with understanding
WRITE a response to the following prompts on your "Article Notes and Responses" page in your personal folder (making sure to cite page numbers and include quotes as you see fit):
PROMPT 1: How do the articles/videos this week define/describe understanding and how a learner develops understanding?
PROMPT 2: Look through the Oregon Math Standards and identify the standard(s) for two lessons taught in your classroom this week. What concepts are in the standard(s) you identified? Think about one or two students... What does each student now understand related to this concept and what are they still working to understand? What makes you think that? (note: cite evidence for what you think they understood)
PART 2: Work on your Digital Math Journal (10 mins)
Complete the slide due November 6 by taking a picture of something math-related in your daily life AND describing how the picture is relevant to your students and math content in your class(es).
PART 3: 1-1 Meeting 1-1 with Torrey (5 mins)
Access Torrey's appointment schedule calendar to sign up for 1-1 meeting with Torrey sometime between November 4 - 15 and meet with her. Let Torrey know if you need to meet at a different time than the times offered. During the meeting you will share and discuss your ongoing learning related to our course topics and assignments this term.
PART 4: Work on the Equitable Math Instruction Project Part 1 (2 hours)
Please do the following for each part of this assignment:
Mathography: Complete your Mathography timeline entries and prepare to share them in class on November 6. Put a copy of your entries in this Mathographies folder by 3pm on November 6 if you want Torrey to print a copy of them for you.
Classroom Survey: Complete your classroom survey summary and prepare to share it in class on November 6.
Co-Learning Protocol 1: Decide when you will use the protocol 2 times this term AND use it at those times. Let Torrey know if you need help finding a partner to use the protocol with. (REMINDER: you will share what you learned from using the protocol during our class on December 4)
Part 5: Work on the Student Thinking Project (1 hour)
Finalize Part 1 (Plan the Interviews) of this project and complete Part 2 (Conduct the Interviews) by November 13.
Part 6: Work on the Lesson Planning and Task Analysis Module (2 hours)
Work on Parts 1 and 2 of this project (due November 29)
This homework assignment has the following parts:
PART 1: Complete the weekly readings/videos response (2-3 hours)
READ Jacobs & Ambrose (2008). Making the most of story problems
WRITE a response to the following 3 prompts on your "Article Notes and Responses" page in your personal folder (making sure to cite page numbers and include quotes as you see fit):
PROMPT 1: What guidelines/recommendations do Munson, Kwon, & Trinkle provide for conferring with students?
PROMPT 2: What are the 8 categories of teacher moves that the Jacobs & Ambrose state are productive in advancing mathematical conversations?
PROMPT 3: The articles we read this week are situated in elementary math classrooms. How can you use the suggested methods in your secondary math classroom?
PART 2: Work on your Digital Math Journal (10 mins)
Complete the slide due October 30 by taking a picture of something math-related in your daily life AND describing how the picture is relevant to your students and math content in your class(es). We will share our journals in class on October 30:)
PART 3: Sign up for 1-1 Meeting with Torrey (5 mins)
Access Torrey's appointment schedule calendar to sign up for 1-1 meeting with Torrey sometime between November 4 - 15 (select any of the slots titled "1-1 Meeting" that are available). Let Torrey know if you need to meet at a different time than the times offered. During the meeting you will share and discuss your ongoing learning related to our course topics and assignments this term.
PART 4: Work on the Equitable Math Instruction Project Part 1 (2 hours)
Please do the following for each part of this assignment:
Mathography: Finalize your Mathography timeline entries. (REMINDER: all three of your entries are due in class on November 6)
Classroom Survey: Distribute your survey and start your classroom survey summary. (REMINDER: you will share your classroom survey summary in class on November 6)
Co-Learning Protocol 1: Decide when you will use the protocol 2 times this term AND use it at those times. Let Torrey know if you need help finding a partner to use the protocol with. (REMINDER: you will share what you learned from using the protocol during our class on December 4)
Part 5: Work on the Student Thinking Project (1 hour)
Create a folder titled "Student Thinking Project" in your personal folder
Work on Part 1 of this project (due October 30)
Part 6: Work on the Lesson Planning and Task Analysis Module (2 hours)
Work on Parts 1 and 2 of this project (due November 29)
This homework assignment has the following parts:
PART 1: Complete the weekly readings/videos response (3 hours)
READ Learning for Justice (2021) Social Justice Standards Anti-bias framework
CONTINUE PERUSING Oregon Department of Education (2022) Oregon Mathematics Guidance Document: 2021 Oregon Mathematics Standards
WRITE a response to the following 3 prompts on your "Article Notes and Responses" page in your personal folder (making sure to cite page numbers and include quotes as you see fit):
PROMPT 1: What are important and notable aspects of math standards for you to know about as a math teacher (drawing on information provided in the Van de Walle et al. article and Hunt Institute video)? In particular, what are the Standards for Mathematical Practice and why are they important in Mathematics classrooms?
PROMPT 2: What are important and notable aspects of Learning for Justice standards for you to know about as a math teacher?
PROMPT 3: In our readings for this week, many ideas about math education (both teaching and learning) are presented and critiqued. What are your thoughts about the current ideas for math education? What ideas presented in the readings and videos resonate with you? What ideas presented in the readings and videos do not resonate with you? What are you wondering about regarding these ideas of math education?
PART 2: Work on your Digital Math Journal (10 mins)
Complete the slide due October 23 by taking a picture of something math-related in your daily life AND describing how the picture is relevant to your students and math content in your class(es).
PART 3: Work on the Equitable Math Instruction Project Part 1 (2 hours)
Please do the following for each part of this assignment:
Mathography: Create a draft of your third Mathography timeline entry. (REMINDER: all three of your entries are due in class on November 6)
Classroom Survey: Create and distribute your survey. (REMINDER: you will share your classroom survey summary in class on November 6)
Co-Learning Protocol 1: Decide when you will use the protocol 2 times this term AND use it at those times. Let Torrey know if you need help finding a partner to use the protocol with. (REMINDER: you will share what you learned from using the protocol during our class on December 4)
Part 4: Work on the Student Thinking Project (1 hour)
Create a folder titled "Student Thinking Project" in your personal folder
Work on Part 1 of this project (due October 30)
Part 5: Work on the Lesson Planning and Task Analysis Module (1 hour)
Create a folder titled “Lesson Planning and Task Analysis Module” in your personal folder
Work on Parts 1 and 2 of this project (due November 29)
This homework assignment has the following parts:
PART 1: Complete the weekly readings/videos response (4-5 hours)
WATCH Martin (2013) Math Education for African American Children
WATCH Mukhopadhyay (2016) Revitalizing Cultural Knowledge (here is a longer version of this talk that provides more details about some of the examples provided: Mukhopadhyay (2019) Ethnomathematics: Mathematics of People)
WRITE a response to the following 4 prompts on your "Article Notes and Responses" page in your personal folder (making sure to cite page numbers and include quotes as you see fit):
PROMPT 1: The Aguirre, Mayfield-Ingram & Martin chapter comes from a book titled The Impact of Identity in K-8 Mathematics Teaching and Learning: Rethinking Equity-Based Practices. In this chapter, what do these authors say about the impact of identity in K-8 Math Teaching and Learning?
PROMPT 2: Martin states "Designing effective and meaningful mathematics education for black children based on their brilliance is fundamentally different from building effective and meaningful mathematics education based on so called racial achievement gaps and propositions about how black children differ from white and asian children. And it turns out that the vast majority of pedagogical and curricular interventions are based on the latter and not the former." In your own words, what does he mean by this statement/ideas?
PROMPT 3: According to Mukhopadhyay, what is ethnomathematics and what are components of "cultural" math knowledge/assets?
PROMPT 4: What does Featherstone mean by the term "math smarts" and how does this definition compare to other ideas in math ed about what it means to be "smart" in math?
PART 2: Work on your Digital Math Journal (10 mins)
Make a copy of the Digital Math Journal template and put it in your personal folder. Complete the slide due October 16 by taking a picture of something math-related in your daily life AND describing how the picture is relevant to your students and math content in your class(es).
PART 3: Work on the Equitable Math Instruction Project Part 1 (2 hours)
Please do the following for each part of this assignment AND bring questions about this assignment to class:
Mathography: Create a draft of your second Mathography timeline entry. (REMINDER: all three of your entries are due in class on November 6)
Classroom Survey: Create your survey and distribute it if possible. (REMINDER: you will share your classroom survey summary in class on November 6)
Co-Learning Protocol 1: Decide when you will use the protocol 2 times this term AND use it at those times. Let Torrey know if you need help finding a partner to use the protocol with.
This homework assignment has the following parts:
PART 1: Housekeeping (30 mins)
Create a folder for yourself in our personal folders.
Sign up to lead one 10-minute Community Building Activity in our math methods class
Complete this Group Work Survey to help Torrey form groups for our weekly math lesson. This survey was created and used by Kristinya Birch, an awesome former math teacher at David Douglas High School:)
PART 2: Complete the weekly readings/videos response (3-4 hours)
WATCH Gutiérrez (2018) Rehumanizing Mathematics: A Vision for the Future
WATCH Jones (2016) Culturally Relevant Pedagogy in Mathematics (NOTE: We will frame all of our course content in terms of Culturally Relevant Pedagogy so this talk gives you a broader framework for our course)
WRITE article notes and a response by...
creating a page in your personal folder titled "Article Notes and Responses" then responding to the following 4 prompts on this page (making sure to cite page numbers and include quotes as you see fit):
PROMPT 1: How do Van de Walle et al. describe/define what it means to "do", "learn", and "understand" mathematics?
PROMPT 2: What does Gutiérrez mean when saying math is "dehumanizing" and needs to be "rehumanized"?
PROMPT 3: According to Jones (citing Gloria Ladson-Billings' work, see 6:50 - 17:00 mins), what are the 3 criteria of culturally relevant pedagogy/teaching?
PROMPT 4: Drawing upon the readings and videos for this week and your personal experiences, what does it mean to learn mathematics?
PART 3: Work on your Digital Math Journal (10 mins)
Make a copy of the Digital Math Journal template and put it in your personal folder. Complete the slide due October 9 by taking a picture of something math-related in your daily life AND describing how the picture is relevant to your students and math content in your class(es).
PART 4: Review our course syllabus and course website (30 mins)
Read our course syllabus more closely and bring questions about the syllabus to class. Peruse our course website and identify notable features of our website to share with our class next week:)
PART 5: Work on the Equitable Math Instruction Project Part 1 (1 hour)
Please do the following for each part of this assignment AND bring questions about this assignment to class:
Mathography: Create a draft of 1 of your Mathography timeline entries. Bring questions about this assignment to class.
Classroom Survey: Talk with your CT about this assignment including what questions you should include on your survey and how/when you can distribute the survey to your students. After your conversation, create your survey. Here are some example questions to ask students from the TEACH Math “Case Study” module and Math Identity Survey
Co-Learning Protocol 1: Look at the Co- Learning Protocol 1 and bring questions about it to class. If you work with your CT on a regular basis, talk with them about when you will use the protocol 2 times this term. If you do not work with your CT on a daily/regular basis then identify another person (e.g., Torrey, a colleague at your school, another Teacher Candidate in our Math Methods course) who you can use the protocol with 2 times this term.