Math Ed SaidJune 3: The Math Munch for June 2, "SET, Ptolemy, and Malin Christersson," was the most-shared item on the 3rd.
Shared by: Justin Lanier, Ilona Vashchyshyn, Jeremiah Ruesch, Anna Weltman, Denise Gaskins, Julie Wright
June 4: Ryan Dent shared "Teachers understanding progressions...and kids that are "behind" in what appears to be his first blog post (at least at this site). This post reminds me of a recent university seminar presented by a math educator to non-math educators. When the math educator described having teachers engage in math tasks for professional learning, a non-math educator remarked, "I'm really surprised that you'd have them do that. I assumed math teachers know their content and there'd be nothing to discuss."
Shared by: Laura Wagenman, Ryan Dent, Jamie Duncan, Levi Patrick, Mike Anderson, Lindel
June 5: Terence Tao mixed politics and logic in his post, "It ought to be common knowledge that Donald Trump is not fit for the presidency of the United States of America."
Shared by: Ken W. Smith, Justin Lanier, Tom Henderson, Spencer Bagley, Evelyn Lamb, Egan Chernoff
June 6: A short interview with Matt Larson appeared on the Curriculum Matters blog at Ed Week: "New NCTM President: Math Is About More Than College and Career Readiness." In the interview, Larson emphasizes math as a path to democratic citizenship and making NCTM more responsive to its members.
Shared by: Jon Wray, Glenn Waddell, Jr., Denise Spangler, NCTM, Greg George, Farshid Safi, Melissa Haun
June 7: Chris Lusto spurred a lot of great conversation last week with his post, "Lessons for Other People." As someone who likes to think about and build infrastructures for curriculum materials, and who researches curriculum adaptation, I'm very interested in how to make lesson repositories more useful, and how to make the materials they contain high quality without losing their perceived malleability. That's not an easy balance to achieve. I'm also in a position where I'm not thinking about a lesson written or adapted by one teacher for one classroom. I'm more likely to ask the question, "How can we capture this teacher's adaptations of their lesson so they might benefit a different teacher using the lesson five years from now?" None of these have easy answers, but you'll want to check out Dan Meyer's response as well as one from Max Ray-Riek.
Shared by: Chris Lusto, Chris Robinson, Taylor Belcher, Bridget Dunbar, Michael Pershan, Patrick Honner, Dan Anderson, John Golden, Jen Silverman
|Lynsey Gibbons presenting at the 2016 NCTM Research Conference|
Shared by: Zak Champagne, Melinda Knapp, Elham Kazemi, Lynsey Gibbons, Tracy Johnston Zager, Matt Larson, TCM - NCTM, NCTM, Annie Fetter, USU TeachMath, Jimmy Pai, Math Coach Rivera
June 9: Ilana Horn describes the need to narrow the gap between being curious and being a good student in her post, "Why Meaningful Math Learning Matters."
Shared by: Ilana Horn, Shauna Hedgepeth, Tim Hudson, Bridget Dunbar, Vanessa Cerrahoglu, Danny Brown, John Golden, Dan Anderson, Andy Shores, Bryan Meyer, DeAnn Huinker
Around the Math Ed WebAMTE President Christine Thomas wrote about a possible reforming of the Mathematical Sciences Education Board, which has been dormant at the National Academies of Sciences, Engineering, and Medicine for a decade. AMTE also released survey results about enrollment in mathematics teacher preparation programs.
At the Global Math Department this week you can listen to teachers share their favorite strategies for handling the end of the school year. If you missed it, last week's talk by Roni Ellington about a discourse framework for access, equity, and understanding has been posted to the site.
Research NotesHere's the latest from the July 2016 issue of Educational Studies in Mathematics:
- Theory in and for mathematics education: in pursuit of a critical agenda by Tony Brown, Manchester Metropolitan University; Yvette Solomon, Manchester Metropolitan University; Julian Williams, Manchester University
- Problematising the pursuit of progress in mathematics education by Anna Llewellyn, Durham University
- Schooling novice mathematics teachers on structures and strategies: a Bourdieuian perspective on the role of "others" in classroom practices by Kathleen T. Nolan, University of Regina
- Formal and informal mathematical discourses: Bakhtin and Vygotsky, dialogue and dialectic by Richard Barwell, University of Ottawa
- At the intersection between the subject and the political: a contribution to an ongoing discussion by Alexandre Pais, Manchester Metropolitan University
- Where form and substance meet: using the narrative approach of re-storying to generate research findings and community rapprochement in (university) mathematics education by Elena Nardi, University of East Anglia
- The problem of certainty in mathematics by Paul Ernest, Exeter University
- Ethical dimensions of mathematics education by Mark Boylan, Sheffield Hallam University
- An intentionality interpretation of meaning in mathematics education by Ole Skovsmose, Aalborg University
|Anna DeJarnette presenting at the 2015 RME Conference|
- Students' conceptions of reflection: Opportunities for making connections with perpendicular bisector by Anna F. DeJarnette, University of Cincinnati; Gloriana González, University of Illinois at Urbana-Champaign; Jason T. Deal, University of Illinois at Urbana-Champaign; and Sahid L. Rosado Lausell, University of Illinois at Urbana-Champaign
- Middle school students' patterning performance on semi-free generalization tasks by F.D. Rivera and Joanne Rossi Becker, San Jose State University
- Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families by Angela Booker, University of California, San Diego; and Shelley Goldman, Stanford University
- Effects of Intervention to Improve At-Risk Fourth Graders' Understanding, Calculations, and Word Problems with Fractions by Lynn S. Fuchs, Robin F. Schumacher, Jessica Long, Jessica Namkung, Amelia S. Malone, Amber Wang, and Carol L. Hamlett, Vanderbilt University; Nancy C. Jordan, University of Deleware; Robert S. Siegler, Carnegie Mellon University; and Paul Changas, Metropolitan Nashville Public Schools
Math Ed in the News
- Steven Strogatz interview on math education (Business Insider)
- New Education Data Reveals Glaring Racial Disparities in Access to Advanced Courses (The Atlantic)
- Harvard Researchers Probe Student Time Spent Using DreamBox Math Software (Education Week)
- High schoolers would choose between two types of math classes under NC Senate bill (News & Observer)
Math Ed in ColoradoGrant Opportunity:
- The National Girls Collaborative Project is currently listing a mini-grant that closes this Friday. If you have a girl-serving STEM program and want to know more, see this page for details.
- NEW: A Secondary Math Instructional Coach position is available at Prairie Heights Middle School in Greeley. If you are ready to branch out into the instructional coaching role and work with a dynamic 6 – 8 math department while also still have the opportunity to teach one or two classes, this is the position for you. You can email mailto:VTREVINO@greeleyschools.org for more information, or go here to apply.
- The Clear Creek School District is looking for a middle school math teacher. Apply on their website.
- Platte Canyon High School in Bailey, CO, needs a math teacher for grades 9-12. At this time, the schedule includes Algebra 1 and several honors classes, including Precalculus. Bailey is a beautiful, small mountain community about an hour southwest of Denver and PCHS enrolls about 300 students. Class sizes are in the twenties or lower. Please apply to www.plattecanyonschools.org.
- Do you want to live, work, and play in the Vail Valley? There are still openings for math teachers in Eagle County! See here (elementary/intermediate) and here (high school).