Ignite:
Peg Cagle –
promoting teaching as a profession
Michael Fenton –
What we can learn about mathematical sequels from movie sequels
Good
 best sequels take advantage of what we know about
context and characters and hit the ground running
 balance between familiarity and innovation
 shed new light on original work

Bad
 know when to stop
 don’t wing it. You have to do the prep work
 do not abandon what works

Marilyn Strutchens
– equitable classroom strategies > positive math identities: math autobiographies, low threshold/high ceiling,
math teaching practices, formative assessment, social justice activities, ask students
what they want to study, students can contribute to the development of math,
engage families in doing math
Andrew Stadel –
allow time constraints to improve teaching: 20% of most effective
functions should take up 80% of the time
Annie Fetter –
students will be curious about (SWBCA) instead of students will able to
(SWBAT). “People can’t understand solutions to problems they don’t have”
Max RayReik –
borrowed lessons are good because they come with a story, but it’s hard to
build coherence with a hodgepodge of borrowed lesson. The ideal curriculum is not free and opensource, but
openstory and crowdengaged.
Tracy Johnston Zager –
fluid and powerful collaboration comes from thinking partnerships (generative,
supportive working sidebyside), cross pollination (credit for ideas becomes
interesting), math disputes (representing own ideas, listening to others,
publically changing your mind), and peer feedback (how do I make this better).
We should only be working with other people when it’s beneficial to work with
other people.
Lee Stiff – All
students deserve high quality education. We have created the achievement gap
and we can change it.
Jennifer Wilson –
The slow math movement.
Matt Larson – We
should be engaging students not just in how to do math but in why
and when.
Fumbling Toward Inquiry: Starting Strong in PBL
Geoff Krall
Takeaways:
 5 design principles
 notch some early wins where students are talking to one another about math and thinking of themselves as mathematicians (start short and successful)
 provide an iterative framework and protocol (having a problem solving protocol(s) is more important than what the particular protocol is)
 choose tasks that support targeted instruction and groupmate experience (example pull a kid from each table for a small group huddle and then send them back to be experts)
 start slowly and strategically
 don’t go it alone
 Ira Glass: "Nobody tells this to people who are beginners, I wish someone told me. All of us who do creative work, we get into it because we have good taste. But there is this gap. For the first couple years you make stuff, it’s just not that good. It’s trying to be good, it has potential, but it’s not. But your taste, the thing that got you into the game, is still killer. And your taste is why your work disappoints you. A lot of people never get past this phase, they quit. Most people I know who do interesting, creative work went through years of this. We know our work doesn’t have this special thing that we want it to have. We all go through this. And if you are just starting out or you are still in this phase, you gotta know its normal and the most important thing you can do is do a lot of work. Put yourself on a deadline so that every week you will finish one story. It is only by going through a volume of work that you will close that gap, and your work will be as good as your ambitions. And I took longer to figure out how to do this than anyone I’ve ever met. It’s gonna take awhile. It’s normal to take awhile. You’ve just gotta fight your way through."
 Select tasks that combine different content areas
 Find a problem you are interested in and kids will probably be interested in it as well.
What I am wondering
now: I used to primarily use tasks at the end of unit for students to
solidify and apply their learning. Now I am often using tasks to introduce a
topic and draw upon students’ prior knowledge and reasoning. I want to move
towards integrating problem solving with minilessons and other instructions.
What structures do I need to make this happen?
My Journey from Worksheets to Rich Tasks
Michael Fenton
Takeaways:

“Before”

Now

What Math Teachers Do

 Answer questions
 Present “the notes”
 Assign Practice

Facilitate opportunities for students to engage
meaningfully with math

Role of Math Teachers

ExplanationGiver
 AnswerProvider

 Questionposer
 Thoughtprovoker
 Discussionstarter
 Mathinstigator

 Estimation 180:
 Have them struggle with a specific estimation before giving the tools of too low/too high
 Too low/too high a confidence builder for students who think that wrong answers are “their game”
 “If you say a million [as your too high] you get this conceptually but be brave”
 Visual Patterns
 fold paper into 4 parts, and reveal and have students draw 1 step at a time.
 After each step ask students “How many in the next one?” (Acknowledge that this is unfair after step 1)
 Make a table, sketch a graph, write an equation. Check with Desmos.
What I am wondering
now: I am familiar and excited about all of the activities that Michael
Fenton brings up as ways for students to engage meaningfully with math—3act
problems, estimation 180, visual patterns, would you rather, my favorite no,
open middle, which one doesn’t belong. I have used them in isolation in my
classroom. But I am really wondering how to fit them into the larger structure.
How can really intentionally I use them to build the math practices while working toward specific content
goals.
ShadowCon
Robert Kaplinsky –
give power, gain influence
Gail Burrill –
Listen to the voices in your head:
 Think
deeply about simple things (Ross)
 Never say
anything a kid can say (Reinhard)
 I know that my students
understand when I see them in a place they have never been (Cuoco)
 Let the
students do the work (Wiliam)
Kaneka Turner –
“When were you first invited to the math party and how did that feel?” Who will
you invite to the math party?
Graham Fletcher –
Really get to know your standards: be a wise consumer
 draw the standard or use tools to
support your understanding
 be dumb… surround yourself with
brilliance
 be vulnerable
Brian Bushart –
explore, play, and find joy in doing math
Rochelle Guitérrez – These populations need access
to math vs. We need this population’s contributions to mathematics
The Power of the Number Line: Understanding Fractions as Numbers
Ryan Casey
Takeaways:
 students often don’t distinguish between the tickmarks (addresses) and the intervals (distances) on a number line
 in the common core, the fraction a/b is defined as “the quantity formed by a copies of size 1/b”
 “mathematicians are convinced that if something is on a # line then it is a #”
 prerequisite skills for putting fractions on a number line
 principles of linear measurement
 measurement is iterative
 measurement involves partitioning
 measurement involves processes that combine partitioning and iterating
What I am wondering
now: I really like the framework of
using whole number understanding and leveraging that to extend into rational
(or irrational) number understanding. I am wondering what would be good
activities to do with both rational and irrational numbers in order to build my
eighth graders’ understanding of irrationals.
The LifeChanging Magic of Tidying the Math Curriculum
Jason Zimba
Takeaways: How
to tidy: teaching vs. turning in to a topic
 Never ask about manipulatives on tests
 Forget about calculators K5
 Formulas: throw most of them away
 Headings: only for distinct topics
 Methods: don’t teach too many (having too many around means less time on the challenging one that gets us over the next hurdle. Strategies go stale)
 “Do mental calculation with multidigit numbers, but save it for cases where a readily apparent mental strategy is both faster and more reliable than the standard algorithm”
 Procedures: they are for procedural tasks
 “A concept is worth 1000 procedures”
 Terms that never appear in the common core
 Store topics inside of one another
What I am wondering
now: What am I teaching as a topic that isn’t really a topic? Exponent
laws/Simplifying exponents. Solving systems using elimination (save that for
high school). Anything else? And what are the most important methods that will
get us over the next hurdle? Am I focusing on those? I think I need to spend
some time tidying, but doing it with the text of the standards and the input of
at least the other people in my department.
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