## Math Ed Said

Ilana Horn at the 2016 NCTM Research Conference |

**May 20**: Ilana Horn wrote, "Who Belongs in our Math Classrooms?," a wonderful post about student affect and what kind of teacher actions and classroom cultures get in the way of students feeling like they belong.

*Shared by: Ilana Horn, Bryan Anderson, Andrew Gael, Annie Forest, danny brown, Anne Schwartz, Fawn Nguyen, Ed Campos Jr, Sadie Estrella, Ron King, Tracy Johnston Zager, Evan Weinberg, Sara VanDerWerf, Bryan Meyer*

**May 21**: Are you ready for "The Summer of Math?" Christopher Danielson is, and he wants to help you be ready, too. Christopher has put together a subscription service where you can get a monthly box of math goodies to help keep your kids thinking mathematically all summer long.

*Shared by: Christopher Danielson, casey, A. O. Fradkin, Justin Lanier, Janice Novakowski, Kassia Wedekind, Megan Schmidt, Elizabeth Statmore, Martin Joyce, Nicole Bridge, Brian Bushart, Kent Haines, Laura Wagenman, Malke Rosenfeld, Bryan Anderson*

**May 22**: John Rowe shows off a number of approaches to periodic functions, each of which was inspired by work of other Twitter-using math teachers. In this post you'll see a mix of "Which One Doesn't Belong," some Desmos activities, and "reversing the question."

*Shared by: John Rowe, Mary Bourassa, WODB? Math, Fawn Nguyen, Taylor Belcher, Patty Stephens, Chris Mueller, Jennifer Lawler, Matt Sheelen, Martin Joyce*

**May 23**: Katrina Schwartz is back yet again with another post on the KQED

*MindShift*blog. "How A Strengths-Based Approach to Math Redefines Who Is 'Smart' uses the recent NCTM session about "Railside High" to describe complex instruction and efforts to change the culture of math classrooms and math departments.

*Shared by: Nancy Terry, POWER Org Math, Bryan Meyer, John Golden, Samuel, NCTM, Emily Campbell, Bryan Anderson, SFUSD Math, Jennifer Lawler, Nicola Petty, Susan Davidson, Kaitie O'Bryan, Earl Samuelson, USU TeachMath, Ashley Bingenheimer, Clint Chan, Brian R Lawler, DeAnn Huinker, Geoff Krall*

**May 24**: In a post about so-called "second math classes," Sara VanDerWerf describes "The #1 thing I did in my support math classes." Sara provides a long list of good ideas, focusing in on what she thinks is the single most important thing to help students who persistently struggle in math classes.

*Shared by: Monica Brannan, Laura Wagenman, Meg Craig, Shelley Carranza, Jennifer Cook, Sara VanDerWerf, Jennifer Blinzler, Kathryn Freed*

**May 25**: Jamie Duncan wrote "First Grade Fraction Talks... What?." I wondered how she did this without straying too far from the Grade 1 standards, but I think she did so rather nicely — there's no use of fraction notation, and students reasoned their way by focusing on the number and relative sizes of shapes.

*Shared by: Jamie Duncan, Nat Banting, Fraction Talks, Ashley Bingenheimer, Andrew Gael, Chris Kalmbach, judy keeney, Genni Steele, Steve Wyborney, Shelley Carlisle, Amie Albrecht, Damian Watson, Andrew Stadel*

**May 26**: Fawn Nguyen shared a post called, "A Lesson Salvaged" in which she describes how a MAP went poorly, and how she gave the task a second try with the help of Geometer's Sketchpad.

*Shared by: Fawn Nguyen, John Golden, Kay Endriss, Adrianne Burns, Bridget Dunbar, Taylor Belcher*

## Around the Math Ed Web

I'm keeping this very short and very simple this week: Last week's Global Math Department talk is here (on interleaved problems), this week's is here (on the math behind game shows), and be aware that due to technical difficulties, NCSM has extended their proposal deadline for next year's annual conference to June 3rd.## Research Notes

The first few articles have been added to the September 2016 volume of*The Journal of Mathematical Behavior*:

- The tacitly nested number sequence in sixth grade: The case of Adam by Catherine Ulrich, Virginia Tech
- Conditions for proving by mathematical induction to be explanatory by Gabriel J. Stylianides, University of Oxford; James Sandefur, Georgetown University; and Anne Watson, University of Oxford

*International Journal of Science and Mathematics Education*:

- Investigating Upper Secondary School Teachers' Conceptions: Is Mathematical Reasoning Considered Gendered? by Lovisa Sumpter, Dalarna University
- Why Use Multiple Representations in the Mathematics Classroom? Views of English and German Preservice Teachers by Anika Dreher and Sebastian Kuntze, Ludwigsburg University of Education; and Stephen Lerman, London South Bank University
- Gender Difference in Teachers' Mathematical Knowledge for Teaching in the Context of Single-Sex Classrooms by Ramzi F. Haroun, Dicky Ng, Faisal A. Abdelfattah, and Misfer S. AlSalouli, King Saud University
- Representational Flexibility and Problem-Solving Ability in Fraction and Decimal Number Addition: A Structural Model by Eleni Deliyianni, Cyprus Pedagogical Institute; Athanasios Gagatsis, University of Cyprus; Iliada Elia, University of Cyprus; and Areti Panaoura, Frederick University
- Status of Teachers' Proficiency in Mathematical Knowledge for Teaching at Secondary School Level in Kenya by Marguerite Miheso-O'Connor Khakasa and Margot Berger, University of Witwatersrand

*Teaching and Teacher Education*:

- The influence of preschool teachers' content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play. by Elisa Oppermann, Yvonne Anders, and Axinja Hachfeld, Freie Universität Berlin

*Philosophy of Mathematics Education Journal.*I found Ernest's new faculty page and hope an updated link appears there soon.

## Math Ed in the News

There really wasn't a whole lot of math ed-related news for the 7 days of May 20-26, but I found this (and look forward to seeing how Common Core is discussed in Texas at next year's NCTM Annual Meeting in San Antonio):- In Texas, new math standards look a whole lot like Common Core (The Hechinger Report)