Math Ed SaidJuly 8: A New York Times op-ed says we should "Train Teachers Like Doctors." They make an important point: teachers with high-quality resisdency (student teaching) programs tend to stay in the profession longer. With teacher education enrollment currently in decline, it's a high priority to keep the teachers we are producing in the profession longer.
Shared by: Terry Jones, Carolina Vila, Julie Reulbach, Kimberly Wassmuth, Math for America
July 9: I'm not exactly sure what triggered the resharing of this 2011 blog post (an Alfie Kohn tweet, possibly?) but it gets at one of my pet peeves about how objectives are presented in the classroom. In "Objectively Speaking," Mike Fishback argues against the posting of learning objectives to begin a lesson, saying it takes away from students' agency as learners. I agree, especially when this happens in the form of, "Okay class, take out your notebooks and write down today's objective." If you can instead get to "Okay class, given what we did the past few days, what do you think we need to figure out next?" and build a common understanding around that, then that's a very different way of establishing the lesson's objective.
Shared by: Federico Chialvo, Kelly Woldseth, Susan Wilson, Mary Dooms, Robert Cop, MathDDSB
July 10: I'll give you two to choose from, each shared by four people:
- "To White Teachers Shouting 'Black Lives Matter.'" by Tom Rademacher
- "Critical Thinking in Academia and Calling a Spade a Spade" by Rafranz Davis
Shared by: Dan Meyer, Kimberly Wassmuth, MathDDSB, Kristin Gray, Dan Anderson, Tracy Johnston Zager, Annie Forest, Mark Chubb, Melissa Haun
July 12: Suzanne Alejandre announced that there is a Math and Social Justice Q&A now on The Math Forum.
Shared by: Suzanne Alejandre, Max Ray-Riek, Sadie Estrella, Sahar Khatri, Julie Wright
July 13: For this month's #TCMchat, the discussion revolved "13 Rules That Expire", a Teaching Children Mathematics article by Karen Karp, Sarah Bush, and Barbara Dougherty.
Shared by: Zak Champagne, Mike Rashid, Amy Spies, Brian Bushart, Sadie Estrella, TCM - NCTM, Jennifer Wilson, Janice Novakowski, NCTM, Allison Riddle, USU TeachMath, Mr. Keller, Siri Anderson
July 14: Marilyn Burns shared her post, "Word Problems," with a warning about how key word strategies do not help.
Shared by: Marilyn Burns, Annie Forest, Mr. Keller, Tracy Johnston Zager, Bridget Dunbar, Janice Novakowski
Around the Math Ed WebMath Twitter is abuzz with posts from TMC, being held this year on the campus of Augsburg College in Minneapolis, MN. You can follow the #TMC16 hashtag, and Stacia McFadden created Storify posts for the morning and afternoon of Day 1 and the morning of Day 2 (so far).
Research NotesNew in the June/July issue of Educational Researcher:
- Mathematics Content Coverage and Student Learning in Kindergarten by Mimi Engel, Vanderbilt University; Amy Claessens, University of Chicago; Tyler Watts, University of California, Irvine; and George Farkas, University of California, Irvine
- Rising above a cause-and-effect stance in mathematics education research by John Mason, University of Oxford and the Open University
- Lesson study in prospective mathematics teacher education: didactic and paradidactic technology in the post-lesson reflection by Klaus Rasmussen, University of Copenhagen
- Opportunities to notice: Chinese prospective teachers noticing students' ideas in a distance formula lesson by Lin Ding, The Hong Kong Institute of Education; and Higinio Domínguez, Michigan State University
- Effects of variations in task design on mathematics teachers' learning experiences: a case of a sorting task by Boris Koichu, Orit Zaslavsky, and Lea Dolev, Israel Institute of Technology
- The effect of teacher education programs on future elementary mathematics teachers' knowledge: a five-country analysis using TEDS-M data by Hong Qian, National Council of State Boards of Nursing; and Peter Youngs, University of Virginia
- Contributing a Commentary to JUME: Keeping Things Going While They Are Still Stirring by David Stinson, Georgia State University
- Why Should Mathematics Educators Care About Race and Culture? by Na'ilah Suad Nasir, University of California Berkeley
- Using a Conference Workshop Setting to Engage Mathematics Teachers in Culturally Relevant Pedagogy by Stephanie Timmons-Brown and Catherine Warner, University of Maryland
- Learning to Leverage Children's Multiple Mathematical Knowledge Bases in Mathematics Instruction by Erin E. Turner, University of Arizona; Mary Q. Foote, Queens College, CUNY; Kathleeen Jablon Stoehr, Santa Clara University; Amy Roth McDuffie, Washington State University Tri-Cities; Julia Maria Aguirre, University of Washington-Tacoma; Tonya Gau Bartell, Michigan State University; and Corey Drake, Michigan State University
- Young, Black, and Anxious: Describing the Black Student Mathematics Anxiety Research Using Confidence Intervals by Jamaal Rashad Young and Jemimah Lea Young, University of North Texas
- Teaching Mathematics in Culturally and Linguistically Diverse Classrooms: Greek-Cypriot Elementary Teachers' Reported Practices and Professional Needs by Constantinos Xenofontos, University of Nicosia, Cyprus
- Keeping the "Welcome Sign" Lit: A Review of Building Mathematics Learning Communities: Improving Outcomes in Urban High Schools by Kayla D. Myers, Georgia State University