Math Ed Said
|Speakers in the tools and tech strand|
at the 2017 NCTM Annual Meeting
Shared by: Annie Forest, Sarah Bush, Kimberly Wassmuth, Andrew Gael, The Math Forum, Cathy Yenca, Kathy Henderson, Janice Novakowski, PhET Sims, Shelley Carranza, Carl Oliver, Marc Garneau, Kristin Gray, Andrew Stadel
January 21: People in the math education community were sharing the NY Times gallery of "Pictures From Women's Marches Around the United States and the World."
Shared by: Keith Devlin, Emily Harmon, Bryan Meyer, Karen, Robin Hosemann, Joshua Bowman, Andrew Gael, Christine K, Kay Endriss, Norma Gordon
January 22: As you might expect, estimation exercises in the news get the attention of math teachers. People shared the NY Times article, "Crowd Scientists Say Women's March in Washington Had 3 Times More People Than Trump's Inauguration."
Shared by: Andy Martinson, Egan J Chernoff, Mister Ed, Gretchen Eastman, Nerissa Gerodias, Jorge Nuno Silva, Keith Devlin, Nick Yates, Kay Endriss, Annie Perkins, Earl Samuelson, Dan Anderson, Lisa Bejarano, Amy Hogan
January 23: Lara Pudwell wrote on the AMS Blog, "What is an Experimental Math Course and Why Should We Care?" She advises that experimental courses should focus on the approach to mathematics and be flexible with the content.
Shared by: Dana C. Ernst, Tom Snarsky, Francis Su, Keegan Phillips, Ben Braun, TJ Hitchman
January 24: Robert Kaplinsky has been posting about Depth of Knowledge lately, something I've been studying up on myself. Here Robert uses sets of examples to illustrate what different DOK levels look like at the elementary level.
Shared by: Chris Kalmbach, Daniel Luevanos, Tanya Beck, Andrew Gael, Greg George, Robert Kaplinsky, Laura Wagenman, Allison Hintz, Mark Chubb
January 25: Concerns about the role of science in a new presidential administration had people sharing "Thanks to Trump, Scientists Are Planning To Run For Office."
Shared by: Matt Lane, Ed Campos Jr, MotherWupper, Karen King, Doug Moore, Janice Cotcher, Andrew Gael
January 26: People were buzzing about the NCTM Ignite lineup.
Shared by: Julie Wright, NCTM, Avery Pickford, Andrew Stadel, Mary Bourassa, Janice Novakowski, Suzanne Alejandre, Sarah Bush
Around the Math Ed WebAre you a college instructor wanting to know more about inquiry based learning? You might want to check out these IBL summer workshops at DePaul, Cal Poly, and Nazareth College.
I'm not interested in sharing information about every math-related webinar and MOOC, but the set of offerings from the Place @ the Friday Institute has a set of courses designed specifically for math teachers and their courses are beginning now.
I'm having trouble with the Global Math Department conferences on BigMarker right now, but trust me, they're still hammering out the dents in math ed every Tuesday night.
Research NotesTo save myself a little time in the research notes, I may not always list the institution of each author. Some journals make it near-impossible to copy and paste this from the article page — looking at you, Taylor & Francis!
In the March 2017 issue of The Journal of Mathematical Behavior:
- Understanding and advancing graduate teaching assistants' mathematical knowledge for teaching by Stacy Musgrave, California State Polytechnic University; and Marilyn P. Carlson, Arizona State University
- The State of Proof in Finnish and Swedish Mathematics Textbooks—Capturing Differences in Approaches to Upper-Secondary Integral Calculus by Andreas Bergwall and Kirsti Hemmi
- The Prevalence and Disadvantage of Min-Counting in Seventh Grade: Problems with Confidence As Well As Accuracy? by Sarah Hopkins and Donna Bayliss
- Attributes of Instances of Student Mathematical Thinking that Are Worth Building on in Whole-Class Discussion by Laura R. Van Zoest, Shari L. Stockero, Keith R. Leatham, Blake E. Peterson, Napthalin A. Atanga, and Mary A. Ochieng
- Relation of Spatial Skills to Calculus Proficiency: A Brief Report by Jennifer G. Cromley, Julie L. Booth, Theodore W. Wills, Briana L. Chang, Nhi Tran, Michael Madeja, Thomas F. Shipley and William Zahner
- Establishing a STEM Pipeline: Trends in Male and Female Enrollment and Performance in Higher Level Secondary STEM Courses by Liz Bergeron, University of Wisconsin-La Crosse; and Melissa Gordon, International Baccalaureate Organization
- Comparison of Traditional Instruction on Reflection and Rotation in a Nepalese High School with an ICT-Rich, Student-Centered, Investigative Approach by Bhesh Raj Mainali, University of Wisconsin Superior; and André Heck, University of Amsterdam
- Exploring the Impact of Reform Mathematics on Entry-Level Pre-service Primary Teachers Attitudes Towards Mathematics by Aisling Leavy, Mairead Hourigan, and Claire Carroll, University of Limerick
- A Didactic Sequence of Elementary Geometric Optics Informed by History and Philosophy of Science by Paulo Maurício, Instituto Politécnico de Lisboa; Bianor Valente, Instituto Politécnico de Lisboa; and Isabel Chagas, UIDEF - Unidade de Investigação e Desenvolvimento em Educação e Formação
- Exploring Flipped Classroom Instruction in Calculus III by Nicholas H. Wasserman, Columbia University; Christa Quint, Urban Assembly Gateway School for Technology; Scott A. Norris, Southern Methodist University; and Thomas Carr, Southern Methodist University
- The Boundary Between Finite and Infinite States Through the Concept of Limits of Sequences by Ali Barahmand, Islamic Azad University
|Rogers Hall at the 2014 ICLS Conference|
- Cognition and Instruction in Transition by Noel Enyedy and Rogers Hall
- Early Developmental Trajectories Toward Concepts of Rational Numbers by Mikko Kainulainen, Jake McMullen, and Erno Lehtinen
- Learning to Quantify Relationships Among Weight, Size, and Kind of Material by Chunhua Liu, David W. Carraher, Analúcia D. Schliemann, and Paul Wagoner
- Leveraging Fourth and Sixth Graders' Experiences to Reveal Understanding of the Forms and Features of Distributed Causality by Tina A. Grotzer, Katarzyna Derbiszewska, and S. Lynneth Solis
- Attending to mathematics teacher thinking by Olive Chapman, University of Calgary
- On mathematical understanding: perspectives of experienced Chinese mathematics teachers by Jinfa Cai, University of Deleware; and Meixia Ding, Temple University
- Introducing a symbolic interactionist approach on teaching mathematics: the case of revoicing as an interactional strategy in the teaching of probability by Andreas Eckert, Linneaus University; and Per Nilsson, Örebro University
- Mathematics education as sociopolitical: prospective teachers' views of the What, Who, and How by Mathew D. Felton-Koestler, Ohio University
- Pivotal teaching moments in technology-intensive secondary geometry classrooms by Charity Cayton, East Carolina University; Karen Hollebrands, North Carolina State University; Samet Okumuş, North Carolina State University; and Ethan Boehm, Nansha College Preparatory Academy
- Concreteness Fading of Algebraic Instruction: Effects on Learning by Erin Ottmar and David Landy
- Prompting meaningful analysis from pre-service teachers using elementary mathematics video vignettes by Shereen Oca Beilstein, University of Illinois at Urbana-Champaign; Michelle Perry, University of Illinois at Urbana-Champaign; and Meg Schleppenbach Bates, University of Chicago
- Special education pre-service teachers' interest, subject knowledge, and teacher efficacy beliefs in mathematics by Ulrika Ekstam, Åbo Akademi University; Johan Korhonena, Åbo Akademi University; Karin Linnanmäkia, Åbo Akademi University; and Pirjo Aunio, University of Helsinki
Math Ed in Colorado
CCTM SAT WorkshopsCCTM is offering three workshops designed to help teachers become more familiar with the PSAT and SAT. Each half-day workshop will provide an orientation to some of the PSAT/SAT materials that are available and instructional practices that support students to do well on these tests. The cost of the workshop is $15 for a CCTM member and $45 for a non-member. The workshops are from 8:30 am to noon for each of the three dates and locations:
- Saturday, February 11, at the Littleton Public Schools Board Room
- Saturday, February 25, at the CSU-Pueblo Physics/Math Building
- Saturday, March 4, at the CSU-Fort Collins Lory Student Center
Winter 2017 CMTThe Winter 2017 issue of the Colorado Mathematics Teacher is available for all to read. To support the CMT and the work of CCTM, become a member.
CoMMIT MeetingThe next meeting of the Colorado Metropolitan Math Intervention Team (CoMMIT) will be held Friday, February 3 from 8:30 to noon in the Littleton Public Schools board room (5776 S. Crocker St., Littleton). The featured speakers will be Doug Clements and Julie Sarama of the University of Denver.
CML MeetingThe next meeting of the Colorado Mathematics Leaders will be Monday, February 6th in Jeffco. Stay tuned to the CML listserv for details.
SLD WebinarsCDE is offering a series of five one-hour webinars addressing the needs of struggling learners with specific learning disabilities. The webinars will be on the first Monday of each month:
- February 6: Focusing on the Nonstrategic Math Learner
- March 6: Learning Whole Number Operations
- April 3: Let's Be Rational: Learning Integers, Fractions, Decimals
- May 1: Mathese: The Language of Mathematics
- June 5: Bridging the Arithmetic to Algebra Gap
Colorado Academic Standards Review & RevisionThe first monthly informational webinar about the review of the Colorado Academic Standards will be Tuesday, February 7, from 3:30 to 4:30. Connection information can be found on the CDE website.
CDE continues to collect standard-specific feedback using an online standards feedback system. This is a unique opportunity for any Coloradan to provide line-by-line recommendations that will be considered by the standards review committees. All forms of feedback are welcome: if you think something should stay as-is, be revised for clarity, moved to another grade, or removed altogether. Do not let this opportunity pass if you have ideas that you think should be considered! The online standards feedback system will be open through Sunday, April 30, 2017. This end date has been extended again because your input is so critical to the review and revision process.