Math Ed SaidApril 15: Michael Fenton shared materials from his presentation at NCTM.
Shared by: Michael Fenton, Heather Kohn, Cathy Yenca, Andrew Gael, Charlotte Dunlap, Jonathan Klupp, Karyn Vogel, Turtle Gunn Toms, Elham Kazemi
April 16: Nine people shared Dylan Kane's post "Math Ability." It's a great thought-piece about whether math ability exists, or what form it takes, and if it has limits.
Shared by: Dylan Kane, Alex Overwijk, Anna Blinstein, Taylor Belcher, Bryan Meyer, Ilona Vashchyshyn, Patrick Honner, Andrew Gael, Steven Strogatz
|Dan Meyer at ASSM 2016|
Shared by: Nancy Terry, Dan Meyer, Bridget Dunbar, Laura Wagenman, Jennifer Blinzler, Glenn Waddell, Jr., Christine DiPaulo, Steve Wyborney, Michelle Rinehart
April 18: It's the Monday after NCTM 2016, so naturally people were sharing the link to proposal submissions for NCTM 2017.
Shared by: Suzanne Alejandre, Zak Champagne, Avery Pickford, Sarah Bush, Matt Larson, Kristin Gray, Carl Oliver, Christina, Janice Novakowski, Christina Sherman, NCTM, Janet Oien
April 19: Two blog posts tied with 10 (re)tweets a piece, and I'm really glad they did because I wouldn't want to have to decide which of these is the better post — they're both awesome! First, Tracy Zager tells a great story about her daughter's mathematical reasoning at Ghirardelli Square in San Francisco. Second, Jamie Duncan (@jamiedunc3) (who somehow wasn't on my math ed Twitter list!) wrote "First Grade Math Fight... Fractions, Proportional Reasoning, and Algebra, Oh my!." That post describes her rigorous and engaging approach to getting students to reason with fractions while considering wholes of different sizes. It ties together standards, multiple representations, class discussions, and cookies, and is what I consider to be a great example of what lesson reflection blogging can be.
Shared by: (for Tracy) Tracy Johnston Zager, Andrew Gael, casey, Brian Bushart, Sahar Khatri, Kent Haines, Tim Hudson, Susan Davidson, Shauna Hedgepeth, Simon Gregg; (for Jaime) Kyle Pearce, Dave Lanovaz, Simon Gregg, Brian Bushart, Matt Vaudrey, Teresa Teri Ryan, Andrew Busch, Mark Chubb, Brett Parker, Shannon Andrews
April 20: Jaime's post was quite popular this day, too, but so was another KQED MindShift story by Katrina Schwartz, "How 'Productive Failure' In Math Class Helps Make Lessons Stick."
Shared by: David Coffey, Maria H. Andersen, Jennifer Lawler, Donna Boucher, Jim Wysocki, Meg Tewey, Rusty Anderson, Mark Chubb
April 21: People liked Joe Schwartz's "Dot Crazy," his reflection on a great counting activity done with a third grade class. I dare you to not read a post that includes the line, "Math started gushing out all over the place."
Shared by: Joe Schwartz, Kristin Gray, Brian Bushart, Marilyn Burns, Bridget Dunbar, Steve Wyborney, Allison Hintz, Kent Haines, Simon Gregg, Janice Novakowski
Around the Math Ed WebThe Global Math Department brought a bunch of people to reflect on their NCTM experience.
Next week's GMD talk is "Coding in Math Class." Dawn DuPriest which will help us look at different ways for a beginning coder/programmer to get started.
Deadlines, deadlines, deadlines! If you want to present at these conferences, here are the due dates for proposals:
- NCTM Annual Meeting: May 1, 2016
- NCTM Research Conference: Not yet announced
- NCSM Annual Conference: June 1, 2016
- AMTE Annual Conference: May 15, 2016
Research NotesHere's another addition to the June 2016 issue of The Journal of Mathematical Behavior:
- Exploring conceptions of infinity via super-tasks: A case of Thomson's Lamp and Green Alien by Chanakya Wijeratne and Rina Zazkis, Simon Fraser University
- Teachers' perception, interpretation, and decision-making: a systematic review of empirical mathematics education research by Rebekka Stahnke, Sven Schueler, and Bettina Roesken-Winter, Humboldt-Universität zu Berlin
- Theoretical and methodological challenges in measuring instructional quality in mathematics education using classroom observations by Lena Schlesinger and Armin Jentsch, University of Hamburg
- Diagnostic competence of primary school mathematics teachers during classroom situations by Jessica Hoth, Universität Vechta; Martina Döhrmann, Universität Vechta; Gabriele Kaiser, Universität Hamburg; Andreas Busse, Universität Hamburg; Johannes König, Universität zu Köln; and Sigrid Blömeke, University of Oslo
- Early Career Teachers' ability to focus on typical students errors in relation to the complexity of a mathematical topic by Lena Pankow, University of Hamburg; Gabriele Kaiser, University of Hamburg; Andreas Busse, University of Hamburg; Johannes König, University of Cologne; Sigrid Blömeke, University of Oslo; Jessica Hoth, University of Vechta; Martina Döhrmann, University of Vechta
- Instructional reasoning about interpretations of student thinking that supports responsive teaching in secondary mathematics by Elizabeth B. Dyer and Miriam Gamoran Sherin, Northwestern University
- Uncovering predictors of disagreement: ensuring the quality of expert ratings by Jessica Hoth, Universität Vechta; Björn Schwarz, Universität Hamburg; Gabriele Kaiser, Universität Hamburg; Andreas Busse, Universität Hamburg; Johannes König, Universität zu Köln; Sigrid Blömeke, University of Oslo
- Further exploration of the classroom video analysis (CVA) instrument as a measure of usable knowledge for teaching mathematics: taking a knowledge system perspective by Nicole B. Kersting, Taliesin Sutton, Crystal Kalinec-Craig, Kathleen Jablon Stoehr, Saeideh Heshmati, and Guadalupe Lozano, University of Arizona; James W. Stigler, University of California
Crystal Kalinec-Craig at the 2016 NCTM Research Conference
- Measuring mathematics teachers' professional competence by using video clips (COACTIV video) by G. Bruckmaier and S. Krauss, University of Regensburg; W. Blum, University of Kassel; and D. Leiss, Leuphana University Lüneburg
- Epistemological beliefs of prospective preschool teachers and their relation to knowledge, perception, and planning abilities in the field of mathematics: a process model by Simone Dunekacke, Humboldt-Universität zu Berlin; Lars Jenßen, University of Oslo; Katja Eilerts, Humboldt-Universität zu Berlin; and Sigrid Blömeke, University of Oslo
- Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME) by Johannes König and Charlotte Kramer, University of Cologne
- The role of perception, interpretation, and decision making in the development of beginning teachers' competence by Rossella Santagata and Cathery Yeh, University of California, Irvine
- Using multimedia questionnaires to study influences on the decisions mathematics teachers make in instructional situations by Patricio Herbst, University of Michigan; Daniel Chazan, University of Maryland; Karl W. Kosko, Kent State University; Justin Dimmel, University of Maine; Ander Erickson, University of Michigan
- Responding to children's mathematical thinking in the moment: an emerging framework of teaching moves by Victoria R. Jacobs, University of North Carolina at Greensboro and Susan B. Empson, University of Texas at Austin
- Instructional decision making and agency of community college mathematics faculty by Elaine Lande and Vilma Mesa, University of Michigan
- Methodological contributions to video-based studies of classroom teaching and learning: a commentary by Hilda Borko, Stanford University
- Perception, interpretation and decision making: understanding gaps between competence and performance—a commentary by John Mason, University of Oxford
- Teacher noticing: enlightening or blinding? by Thorsten Scheiner, University of Hamburg
- Making sense of teaching by Alan H. Schoenfeld, University of California
- A study of the quality of interaction among participants in online animation-based conversations about mathematics teaching by Vu Minh Chieu and Patricio Herbst, University of Michigan
- Using lesson study to support knowledge development in initial teacher education: Insights from early number classrooms by Aisling M. Leavy and Mairéad Hourigan, University of Limerick
- Arithmetic Accuracy in Children From High- and Low-Income Schools by Elida V. Laski, Joanna Schiffman, Marina Vasilyeva, and Anna Ermakova, Boston College
- Some Thoughts on Educating More Able Students by Geoffrey Howson, University of Southampton
- A Comparison of Mathematics Teachers' and Professors' Views on Secondary Preparation for Tertiary Calculus by Carol Wade, State University of New York; Gerhard Sonnert, Harvard University; Philip Sadler, Harvard University and the Smithsonian Institute; Zahra Hazari, Florida International University; and Charity Watson, Clemson University
- The Legacy Continues: "The Test" and Denying Access to a Challenging Mathematics Education for Historically Marginalized Students by Richard Kitchen, Sarah Anderson Ridder, and Joseph Bolz, University of Denver
- Teaching Mathematics for Social Justice: Examining Preservice Teachers' Conceptions by Cindy Jong, University of Kentucky, and Christa Jackson, Iowa State University
- Fostering Justification: A Case Study of Preservice Teachers, Proof-Related Tasks, and Manipulatives by Jonathan D. Bostic, Bowling Green State University
- Playing with Mathematics: How Play Supports Learning and the Common Core State Standards by Jennifer Mary Zosh, Pennsylvania State University, Brandywine; Brenna Hassinger-Das, Temple University; Tamara Spiewak Toub, Temple University; Kathy Hirsh-Pasek, Temple University; and Roberta Golinkoff, University of Delaware
- Assessment of a Problem Posing Task in a Jamaican Grade Four Mathematics Classroom by Kayan Lloyd Munroe, Hiroshima University
Math Ed in the News
- TPSEMath working to reform math education (Inside Higher Ed)
- Math Education: The Roots of Computer Science (Edutopia)
- Should Finger-Counting Be Encouraged in Math Class? (Education Week)
- Missouri education officials approve new English, math goals (Columbia Daily Tribune)
- Survey Reveals New York Math Curriculum Most Used in the Country (Education World)
- Math matters (The Killeen Daily Herald)
- iPads Can Change Math Instruction, Study Finds (Education Week)
Math Ed in ColoradoI attended a CoMMIT meeting yesterday and had a great time learning about the group and doing a task posed to us by Kim Bunning, CU-Boulder CU-Teach master teacher. Some of the toughest questions about math ed I get are from special education teachers, and they also seem to be hungriest for the answers. I think I'm going to learn a lot from this group — far more than they'll learn from me, anyway.
|Kim Bunning presenting at CoMMIT, 4/21/2016|
The deadline for submitting CCTM conference proposals is May 1!
The University of Northern Colorado is offering three graduate level math courses this summer as part of their Masters in Mathematics: Teaching Emphasis program. You don't have to be in the program to take the courses. A tentative schedule of courses through Spring 2018 and contact information is here.
Rebekah Ottenbreit from CDE's Office of Culturally and Linguistically Diverse Education is offering two more sessions focused on helping math teachers and ESL/bilingual educators use tools and strategies to make mathematics content more accessible to English learners. You can grab a flyer here.
- May 10, 2016, from 8:30-noon at the Pueblo City Schools Administration Building, Pueblo, CO (register by 5/5/16)
- May 13, 2016, from 8:30-noon at the NW CO BOCES downstairs conference room in Steamboat Springs (register by 5/8/16)
See the Rocky Mountain Math Teachers' Circle website and the Northern Colorado Math Circles for information about upcoming events, including a joint workshop in Durango from August 8-11. You have until June 15 to apply for that one!
The "Expanding Your Horizons" symposium for middle school girls interested in STEM registration begins March 1.
NCTM is offering two summer institutes this summer in Denver: