tag:blogger.com,1999:blog-66861465285394028652024-03-13T14:02:47.289-06:00MathEd.netBuilding bridges between research, policy, and practiceRaymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comBlogger277125tag:blogger.com,1999:blog-6686146528539402865.post-49956552546527744582023-10-30T15:12:00.027-06:002023-10-30T15:28:53.021-06:00So Long, D.C.: ASSM Annual Meeting Day 4<p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEgKcvIxx8Enfj_5Hm5CFcP4J-t7YrIImC9YwfN4dH4ySOrS6W4uyKRMFo-xxb38HVA1miKfb1IjZjvv6hNzcypdVJ68kN_BvSTjAqL5KUz4cvJpORONT9LWzSK5fwGMRImppI-iHRsoy_Zdcy9XTOAHdF9BAegKWJUKM1kGy6EhuXuHnNgbFAXFFTaVIJ3y=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Diana Suddreth<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEgKcvIxx8Enfj_5Hm5CFcP4J-t7YrIImC9YwfN4dH4ySOrS6W4uyKRMFo-xxb38HVA1miKfb1IjZjvv6hNzcypdVJ68kN_BvSTjAqL5KUz4cvJpORONT9LWzSK5fwGMRImppI-iHRsoy_Zdcy9XTOAHdF9BAegKWJUKM1kGy6EhuXuHnNgbFAXFFTaVIJ3y" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>Today was a quick half-day to wrap up the ASSM Annual Meeting. We began with another portion of our business meeting where we honored Joleigh Honey as she achieved emeritus status, recognized the work of ASSMs many committees and interest groups, and previewed some of ASSM's works in progress. That transitioned nicely to a half hour looking at the work of our assessment SIG, led by Andy Byerley and Mary Pittman.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEjbRS5XNVquoAmgk2zG1jnxZVEhA46PFovvCueXk2zJFKalqpv4daPOB_7Kgqc1vYiinwVxQnQdTaqMonJnrZLt5e7f1acQRtJkqEVq4pHbXgRkD_6gcpX1sZ2oKe5stvNV0_xxBeV49Z8fWdTXxa3tvTSdCDBqb6-DtxW9gCNsKgK-BobbBkF-tz-kj-vM=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Eboney McKinney, Joleigh Honey, and Lisa Ashe<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEjbRS5XNVquoAmgk2zG1jnxZVEhA46PFovvCueXk2zJFKalqpv4daPOB_7Kgqc1vYiinwVxQnQdTaqMonJnrZLt5e7f1acQRtJkqEVq4pHbXgRkD_6gcpX1sZ2oKe5stvNV0_xxBeV49Z8fWdTXxa3tvTSdCDBqb6-DtxW9gCNsKgK-BobbBkF-tz-kj-vM" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>We then got over an hour to spend with Nafeesa Owens from the White House Office of Science and Technology Policy. Although it seems like the White House OSTP just updated our national STEM strategic plan, that was 2018 and the White House tries to update this plan every 5 years. The OSTP is organizing itself around a 5-part framework that includes STEM education, STEM engagement, STEM research and innovation, STEM workforce issues, and STEM workforce development. Nafeesa very patiently listened to a whole host of concerns and suggestions across a wide range of STEM-related issues.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEgXFS8ECWgoEzCsUrZ5EWGxJ19NVmDXl4UXw9hP0sH3RiIOyasOfndRoRr66WBwko0gv5Och-QJD9s3yaLG2rCGXmoFOqZbdKIOAtyBlNnnN2PiRRYhnlMFH9_kHqezrSMc4CA9XIQoevP4Ia4k4hTG5YdF-1lXY8VhXYM3WPub_6OtfbrfeaVZMzIFADn4=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Nafeesa Owens<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEgXFS8ECWgoEzCsUrZ5EWGxJ19NVmDXl4UXw9hP0sH3RiIOyasOfndRoRr66WBwko0gv5Och-QJD9s3yaLG2rCGXmoFOqZbdKIOAtyBlNnnN2PiRRYhnlMFH9_kHqezrSMc4CA9XIQoevP4Ia4k4hTG5YdF-1lXY8VhXYM3WPub_6OtfbrfeaVZMzIFADn4" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>We wrapped up our meeting with the end of the business meeting. This included details about next year's meeting in Chicago, recognizing members leaving the board, and acknowledging those who are either starting or continuing their service as board members.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/a/AVvXsEjCrsUMxPL9f7XtJZlqroo0KlJbv-5UBl2zJ6Yx06pyzx6YIEEaJI9xklvqfoV56-UTfhVdL99L9R5tnLYCgyMkeqvp_ZH5WsCSmfi7sajy3fRVWS-6-Z8JpN_l1wJ9geP8Yx6ldwyst7oT6y6tf1OyJ_2rIlRsSu28oOaf_OZSvx5YaaRADUFoigBPfyav=w640-h426" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Arlene Crum<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEjCrsUMxPL9f7XtJZlqroo0KlJbv-5UBl2zJ6Yx06pyzx6YIEEaJI9xklvqfoV56-UTfhVdL99L9R5tnLYCgyMkeqvp_ZH5WsCSmfi7sajy3fRVWS-6-Z8JpN_l1wJ9geP8Yx6ldwyst7oT6y6tf1OyJ_2rIlRsSu28oOaf_OZSvx5YaaRADUFoigBPfyav" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><br /><p></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/a/AVvXsEgs2thEDrC6dGsWSaK2ECq4vQr5Hjhr99qTIGTDsBeQyCyASriEjLo1fjr_fjktZ8TJf9x3lR6ztcNQLLhbNxcHy7JklFfEEWv1ysgHUPvdkLtXqFV-XJ0CRsGKyyJW0xGr4uvE80rFExp4neDQNpRGPHjBK6_ZChMXJAUBMMUb5X-XNAWT3Gg5wJO4ZRvE=w640-h426" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">2022-2023 Board of Directors<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEgs2thEDrC6dGsWSaK2ECq4vQr5Hjhr99qTIGTDsBeQyCyASriEjLo1fjr_fjktZ8TJf9x3lR6ztcNQLLhbNxcHy7JklFfEEWv1ysgHUPvdkLtXqFV-XJ0CRsGKyyJW0xGr4uvE80rFExp4neDQNpRGPHjBK6_ZChMXJAUBMMUb5X-XNAWT3Gg5wJO4ZRvE" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><br /><p></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEg48wQI7PI-BulIJc-RDDicdm4Owsa4J3ZS3bicCOBkARoOo1YUWO9mXSTUuxA5U91AH03IPNSW3wTXKOlFyObnV0btXx5yo4M7b00MKgLoYkbguaDfKQa4PojbmYslLKO5PCbDYxS1oJFY2RyNQnT95TkyFByNvSEUpn4mbPk2p0L2jLZnsgVMP84maR8f=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">2023-2024 Board of Directors<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEg48wQI7PI-BulIJc-RDDicdm4Owsa4J3ZS3bicCOBkARoOo1YUWO9mXSTUuxA5U91AH03IPNSW3wTXKOlFyObnV0btXx5yo4M7b00MKgLoYkbguaDfKQa4PojbmYslLKO5PCbDYxS1oJFY2RyNQnT95TkyFByNvSEUpn4mbPk2p0L2jLZnsgVMP84maR8f" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p><br /></p>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comtag:blogger.com,1999:blog-6686146528539402865.post-18384170647895776862023-10-29T21:07:00.066-06:002023-10-29T21:32:47.241-06:00A Packed Day: ASSM Annual Meeting Day 3<p>Today was the 3rd day of ASSM and 6th day of travel overall. Despite having done a ton today, I'm going to keep these notes as short as I can so I can get some rest before the last day of ASSM tomorrow and heading back to Colorado.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEgpM3naw9YsZ61Klk9ajgFW-PHXzqoZxrniz8Y54v7GI_dVP8cUpINT1W1rNtNC_VUyyPKkc0MWR-yNGpYle3h73hE7-3_cU6USD8YTuG4vKq0cxfcj17PKg-aXOfEdt5XWFERAXco-ZfrN2QFxkGgpCMO8dWAmB6vX9OQrSEwR72NTFjXFUTMNeytg-U4P=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Fun and Games<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEgpM3naw9YsZ61Klk9ajgFW-PHXzqoZxrniz8Y54v7GI_dVP8cUpINT1W1rNtNC_VUyyPKkc0MWR-yNGpYle3h73hE7-3_cU6USD8YTuG4vKq0cxfcj17PKg-aXOfEdt5XWFERAXco-ZfrN2QFxkGgpCMO8dWAmB6vX9OQrSEwR72NTFjXFUTMNeytg-U4P" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>We kicked off the morning with math tasks and games. It wasn't a lot of time, but generally enough that people got to try two or three tasks if they wanted.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEiKl6X7g6CXGoMFZd8BSmB12kAI2xjjnT0YW9C_hPmVZ3f7pd_dR1cyt5B-1SUGPRRhNw2pnfazRGsRN42JZ-_lJ0Uw8I21uqD74gshhQw68M87jG1GWY-aA4Y2v0HypolaknO0kra8X1yv_XT0pq53wJzAceOoTw01mJGJI1KpZ0ynicfQhg1H6vh3_hyd=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Gideon Hertz<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEiKl6X7g6CXGoMFZd8BSmB12kAI2xjjnT0YW9C_hPmVZ3f7pd_dR1cyt5B-1SUGPRRhNw2pnfazRGsRN42JZ-_lJ0Uw8I21uqD74gshhQw68M87jG1GWY-aA4Y2v0HypolaknO0kra8X1yv_XT0pq53wJzAceOoTw01mJGJI1KpZ0ynicfQhg1H6vh3_hyd" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>Next, we got some advice about communications strategies from Gideon Hertz of Burness Group. It's always good to get some pointers on effective communication in our roles as state employees.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEgfbtpGiKkZDLZGvqzhymDxnEZO89Zn_oDiu0XGxrIUWgaWrMNTM9NBSeSVEF3Wq3QVu5ja2aMMB7ebpQsIntQPDl0KwT2ZqH53yc6mEn4Glz0rzZuf3msd6fDQ099nfRexBaU7MyAzZ2UgE8c-W9iZX1uMaorfaJjYjOGJSDVHzH9D2tnbg8eXFJaYBtNi=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Anthony Purcell<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEgfbtpGiKkZDLZGvqzhymDxnEZO89Zn_oDiu0XGxrIUWgaWrMNTM9NBSeSVEF3Wq3QVu5ja2aMMB7ebpQsIntQPDl0KwT2ZqH53yc6mEn4Glz0rzZuf3msd6fDQ099nfRexBaU7MyAzZ2UgE8c-W9iZX1uMaorfaJjYjOGJSDVHzH9D2tnbg8eXFJaYBtNi" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>We spent about a half hour back in our breakout groups for standards and high-quality teaching, but this time we focused our conversations on communication as a way of tying it to the previous session.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEhKkUw9kctgam2HLMghdAdLlBGDPVhTU-3GmncL_hJYNPW33u_lFeEdf_hd2arE0AvORyxUqTifX7lqmj1J9dsbxMust_Ch9ydiHSHZO9dftFVMFx1rshtF5JewB_e3LdncddHP60IBzFTVzUxwqtyVcWllVKse-u0VLnb6Edlh74YCDQL3Jozg08vme899=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Charles Steinhorn<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEhKkUw9kctgam2HLMghdAdLlBGDPVhTU-3GmncL_hJYNPW33u_lFeEdf_hd2arE0AvORyxUqTifX7lqmj1J9dsbxMust_Ch9ydiHSHZO9dftFVMFx1rshtF5JewB_e3LdncddHP60IBzFTVzUxwqtyVcWllVKse-u0VLnb6Edlh74YCDQL3Jozg08vme899" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>In our final session of the morning, we heard from Charles Steinhorn, Director of the Conference Board of Mathematical Sciences. If you've never heard of CBMS, they're the umbrella organization that brings together almost every math and math education organization you're probably familiar with.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEgtPaEYC9hNBOA-R8Z5pMmmfH_Gr6n6XbbG1F2f-sUvvnhMd9Lox4Ui0TMqzeqRfc3cnEMRAd5kofcmm5c1-9JEBihQ9vbbuCvByFpRtNfbbGUdPZVKwKDQ876QThWcjoJ8ubUjXU5z_uNk9eGVa4HCJsa2L6BGujNi5fGf4R1wi-riL9kH_Xz5Yy-WLvWH=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">John SanGiovanni<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEgtPaEYC9hNBOA-R8Z5pMmmfH_Gr6n6XbbG1F2f-sUvvnhMd9Lox4Ui0TMqzeqRfc3cnEMRAd5kofcmm5c1-9JEBihQ9vbbuCvByFpRtNfbbGUdPZVKwKDQ876QThWcjoJ8ubUjXU5z_uNk9eGVa4HCJsa2L6BGujNi5fGf4R1wi-riL9kH_Xz5Yy-WLvWH" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>Much of the afternoon was focused on elementary mathematics, specifically fluency. John SanGiovanni spent an hour helping us understand his 10 "big ideas" for figuring out fluency, such as "fluency isn't basic" and "strategies are for each and every student."</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/a/AVvXsEi_bfy0VOAr_zuccx9LC2aQ7pRkNWc24HqOgVDlXg2IvdQtgL-0QBaUwTFp-ujB8QxbW6ilYeNCg9Bpf3AIGyMn0Psmf5_7nF7ZeajJ32T1EzDyfI_tRdWCIlHLduxsZW9y-qEPtvV7k5QWkTGlVRyGC6jqwrZeNsUxaKdx3T9W06sdW4oZ9oQKMhn-Pwtz=w640-h426" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Jennifer Bay-Williams<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEi_bfy0VOAr_zuccx9LC2aQ7pRkNWc24HqOgVDlXg2IvdQtgL-0QBaUwTFp-ujB8QxbW6ilYeNCg9Bpf3AIGyMn0Psmf5_7nF7ZeajJ32T1EzDyfI_tRdWCIlHLduxsZW9y-qEPtvV7k5QWkTGlVRyGC6jqwrZeNsUxaKdx3T9W06sdW4oZ9oQKMhn-Pwtz" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>Following John, Jennifer Bay-Williams talked to us about going beyond accuracy and ways we can assess procedural fluency. There are ways of explicitly teaching strategies without resorting to direct instruction, and ways for students to know facts from memory without relying on memorization to know the facts.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEj_NDI7c6O6DkWlDBpeMC8jeoafgEDijxWr9LhtKWPa18fmHheIxRiIcTQx5XKlS6Q3e_fm2HR3DxRGvc4DO5qQb54Hc5Wcz7jInurcZvzOGT5SwbS7K3cA6G_aPlGpY3QT7u4_LZrq-OtApQuS_CqXcHl8rEfQi3PTEvtD_PdEM6q-J7VQbTN363F1HRpM=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Zarek Drazda<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEj_NDI7c6O6DkWlDBpeMC8jeoafgEDijxWr9LhtKWPa18fmHheIxRiIcTQx5XKlS6Q3e_fm2HR3DxRGvc4DO5qQb54Hc5Wcz7jInurcZvzOGT5SwbS7K3cA6G_aPlGpY3QT7u4_LZrq-OtApQuS_CqXcHl8rEfQi3PTEvtD_PdEM6q-J7VQbTN363F1HRpM" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>Our last session of the day featured Zarek Drazda of Data Science 4 Everyone. We live in a world with an enormous amount of data and data will drive work and wealth in this century the same way property and physical resources drove work and wealth the past few centuries. K-12 data science education is a rapidly developing field and new projects, new courses, new curricula, new legislation, and new professional development are popping up all the time.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEisj9LRu7XhbRn9ZBMJJADsc6WmQtnL0iSfsf2mvAxQ0FJxiUtmQC0iFW5LtdFtXKjvhNEyemp38P7G5EK5N-8Okp-EbTq1Sz88NAVGOgq0r3DNwohhVUojFU8ZGGY5ruOWm8NogV0cupHgx1oZewocF32RPMKtbzssKYQydyJ2qK8E8dk_m51rQAQulpRP=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Carrying the Torch<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEisj9LRu7XhbRn9ZBMJJADsc6WmQtnL0iSfsf2mvAxQ0FJxiUtmQC0iFW5LtdFtXKjvhNEyemp38P7G5EK5N-8Okp-EbTq1Sz88NAVGOgq0r3DNwohhVUojFU8ZGGY5ruOWm8NogV0cupHgx1oZewocF32RPMKtbzssKYQydyJ2qK8E8dk_m51rQAQulpRP" style="margin-left: 1em; margin-right: 1em;">
</a>
</div>I met my CDE colleagues for dinner. They're in town to attend the NCSM Conference and we swapped notes and stories while we ate. After dinner, we headed to the National Mall and took some pictures in front of the Capitol. Members of our office are taking turns taking a plastic torch around with us in preparation for an Olympic-like theme for an event next summer. And then it rained, which definitely wasn't part of our plan.<br /><p></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/a/AVvXsEjPpI1kDKQqz7kOQA93V3nKfppUAkGu2gePqiPeJ86BX50PgMMjJ4-SjVbAxQLq1bFphJvyDfCWqBQmXE3WS3tb1k35WJMMyL9LgS6x23QmAl-d1vMbNi5ENpL8fxMf02iKtvRRGc7fxlPgjGdNne_1Hlv3c5vg060qKj1WxMCXTs3NtLQCfKt0Ae-7gw0r=w640-h480" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">L'Enfant Plaza<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEjPpI1kDKQqz7kOQA93V3nKfppUAkGu2gePqiPeJ86BX50PgMMjJ4-SjVbAxQLq1bFphJvyDfCWqBQmXE3WS3tb1k35WJMMyL9LgS6x23QmAl-d1vMbNi5ENpL8fxMf02iKtvRRGc7fxlPgjGdNne_1Hlv3c5vg060qKj1WxMCXTs3NtLQCfKt0Ae-7gw0r" style="margin-left: 1em; margin-right: 1em;">
</a>
</div>I've gotten around D.C. now for a week using nothing but the Washington Metro train system and my own two feet. ,For a Midwest country boy like myself, I find big city public transportation to be a great use of public dollars and well-worth using by an out-of-towner. $58 for a week-long pass to go anywhere in the system can't be beat.<br /><p></p>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comtag:blogger.com,1999:blog-6686146528539402865.post-66182740298837955582023-10-28T20:49:00.039-06:002023-10-28T21:40:05.380-06:00Reporting for Duty: ASSM Annual Meeting Day 2<p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/a/AVvXsEglV9RZ8FsmKDyGQRSvofaOGQCjY6lgr1bnl44oeR50wjZ5fF4gRXEC2ACTTEl3tuWaA7HJ0Redq_BFbrCuBMkeUTcmGsdVF6D8vnkuTpYxYHhv8YezLvhDUXcExTDjaG8-1ARwli_8ZeEuIBtZq58yd9HyGlsq3Udw9_0CqZkbuFD6iEgWNPsOwGZKPpQ1=w640-h426" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Lisa Ashe<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEglV9RZ8FsmKDyGQRSvofaOGQCjY6lgr1bnl44oeR50wjZ5fF4gRXEC2ACTTEl3tuWaA7HJ0Redq_BFbrCuBMkeUTcmGsdVF6D8vnkuTpYxYHhv8YezLvhDUXcExTDjaG8-1ARwli_8ZeEuIBtZq58yd9HyGlsq3Udw9_0CqZkbuFD6iEgWNPsOwGZKPpQ1" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>Today was the first full day of the 2023 ASSM Annual Meeting. After the first portion of our business meeting, we heard a talk about culturally responsive school leadership from Dr. Muhammad Khalifa of Ohio State University. The part that struck me most was his tracing of racist attitudes back to the early explorers of our continent, who either believed that the natives they encountered were (a) sub-human or (b) human but only capable of being "de-savage-ized" through Christianity. And they did so with the blessing of the Pope. It was a wide-ranging presentation, and that was just a little slice of it, but together it helped explain why schools and school leaders reproduce some of the discriminatory practices that are entrenched in our history.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEjdYAres1ILxiRKviG_dhyfY9EjDTOyX1m6ZEeMhDjk3UXKHMM9Ju-L9BDbf5Jvi3Kk0fU6NomGYlFS-bfMA9Chg9LRa285B5cMgO0TMHFGnFuSf90ZyfCJvdPkI_OX31UKSX6nkvxQD5jFWOesoAdIA70Zwl-lvOK53ObL13dWQzFjdHPFO9H-9EDdEaw0=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Muhammad Khalifa<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEjdYAres1ILxiRKviG_dhyfY9EjDTOyX1m6ZEeMhDjk3UXKHMM9Ju-L9BDbf5Jvi3Kk0fU6NomGYlFS-bfMA9Chg9LRa285B5cMgO0TMHFGnFuSf90ZyfCJvdPkI_OX31UKSX6nkvxQD5jFWOesoAdIA70Zwl-lvOK53ObL13dWQzFjdHPFO9H-9EDdEaw0" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>One of the reasons to attend the ASSM Annual Meeting is that we invite leaders of other organizations to come report their current activities to us. The first such report came from NCSM President Paul Gray. Paul's report began with the highlights from one of NCTM's most recent publications, their book on culturally relevant leadership. Paul also described two new position papers NCSM has published, with one about how we position multilingual learners and the other giving guidance about flexible grouping practices. The second one is a response to their detracking paper from a few years ago, and should help schools navigate when some grouping by ability is okay and supported by research.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/a/AVvXsEgknYxim5nxJfCjk6AtMOgEupv6Il7n8AuPWvW5m69rKw4fhvkFDRUcQzYjGznKN5UrEcbEs0vuJv9YBeBfbSy62Za-HcOmqoquDh67sud638xETCkdYfO1-A3EGonP_nT-bL5sSbIrJyXp_mzSQNVnSbKqkW1RPKo2GbUDeXdWkF6ltq64xHCUgq2O7fwX=w640-h426" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Paul Gray<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEgknYxim5nxJfCjk6AtMOgEupv6Il7n8AuPWvW5m69rKw4fhvkFDRUcQzYjGznKN5UrEcbEs0vuJv9YBeBfbSy62Za-HcOmqoquDh67sud638xETCkdYfO1-A3EGonP_nT-bL5sSbIrJyXp_mzSQNVnSbKqkW1RPKo2GbUDeXdWkF6ltq64xHCUgq2O7fwX" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>The next session was a report from the U.S. Department of Education. USDOE presenters usually have long job titles, and today's speakers were no exception: Glenna Gallo, Assistant Secretary for Special Education and Rehabilitation Services, and her colleague Dr. Kortne Edogun, Senior Advisor for the Office of Elementary and Secondary Education. Much of this talk centered on aspects of USDOE's "Raise the Bar" initiative, as well as summarizing some of the ways the USDOE has been supporting schools, such as with discretionary and formula grants. I will say, as someone who has seen a variety of these reports from the USDOE, these presenters did better to connect to classroom issues than what I've seen in other years.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEj6lOeJTBq5jgqCMmh0t2Doq7U19q-67u9eEGAhcVUPqgQfRM0cyRXRM_g0je9Th_Cf1W5bqPFcXgsWGl7VF_HPBHhOx5iNzxKAv5G1NPZjxbcnkFDDcav9F4pOJ2VYStrCu06xxX_Dq9dR8Ym27fp_lI_ksy9UkWd6xv_3g6IcUBYbn_Vk4pq7hYG07Pdl=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Kortne Edogun<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEj6lOeJTBq5jgqCMmh0t2Doq7U19q-67u9eEGAhcVUPqgQfRM0cyRXRM_g0je9Th_Cf1W5bqPFcXgsWGl7VF_HPBHhOx5iNzxKAv5G1NPZjxbcnkFDDcav9F4pOJ2VYStrCu06xxX_Dq9dR8Ym27fp_lI_ksy9UkWd6xv_3g6IcUBYbn_Vk4pq7hYG07Pdl" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>After some lunch, we headed into breakout sessions to discuss either (a) standards or (b) high-quality instruction. I hopped around to take photos, but spent a bit more time with the standards group. It is interesting to hear about the expectations, structures, resources, and constraints that are faced in each state.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEhi6jWj2NNzeX0_rXVCwYyle5CZuJbVqsGTfxlxTbUiGoKGyRFrLK9-cZxxuFEh8eVKaebLEhdUbig7ZeRiv4hLzinJQx21FCpjtQTYEEbyW5rxmuH7GJG6DKa76T7Q0ENSX8utmKOBA0GkF0F76eLeN6SG9wq0onyIelTs7YAe4luvqviB1LjernewOEko=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Andy Byerley<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEhi6jWj2NNzeX0_rXVCwYyle5CZuJbVqsGTfxlxTbUiGoKGyRFrLK9-cZxxuFEh8eVKaebLEhdUbig7ZeRiv4hLzinJQx21FCpjtQTYEEbyW5rxmuH7GJG6DKa76T7Q0ENSX8utmKOBA0GkF0F76eLeN6SG9wq0onyIelTs7YAe4luvqviB1LjernewOEko" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>Our last big session of the day was a report from NCTM President Kevin Dykema. Kevin spent considerable time giving us the details about a number of projects, most of which are still in progress and not publicly available.The first was an update on their high school project. That writing group produced a draft, got considerable feedback, then produced a second, significantly revised draft. Now, with more feedback, they're working on the final manuscript which will be available to the public by next year's annual meeting in Chicago. The next part of Kevin's report described position papers that the Council has either published or is preparing to publish. One of them will address how math learning should be recognized and credited in data science courses, and that was is being co-written by NCTM, NCSM, NCSS (social studies), NSTA (science), and the ASA (the American Statistical Association).</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEju0sNEF5ATuRstOXErffagRFrpQANFzltGXVi16-9nNo_-S365OUsz3S0Vc3-pt_vpgBhYab2pVycE0GTwFcdpX2ijwLmN1lJwBNRG5K0ZHgYePPhWYxoqc9Unb_sNqvwFOBu-qNwllgT3FeMObmmE8sUCpEXDU3PR1K3ClAjYw80aG7k5c-H6jv2ezbut=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Kevin Dykema<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEju0sNEF5ATuRstOXErffagRFrpQANFzltGXVi16-9nNo_-S365OUsz3S0Vc3-pt_vpgBhYab2pVycE0GTwFcdpX2ijwLmN1lJwBNRG5K0ZHgYePPhWYxoqc9Unb_sNqvwFOBu-qNwllgT3FeMObmmE8sUCpEXDU3PR1K3ClAjYw80aG7k5c-H6jv2ezbut" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>The third part of Kevin's report described a set of one-page infographics that NCTM is producing to help promote and clearly communicate high-quality math instruction. These should be on the advocacy portion of the NCTM website next week, if they aren't there already. The Council is also making clear how different teacher and student actions are tied to the 5 strands of mathematical proficiency. The final of Kevin's reports announced the joint NCTM + NCTE (English) conference to be held next June 17-19 in New Orleans. This is the first joint conference from the two organizations and will be specifically for teachers of grades K-5. NCTM is also planning a Winter Institute in Nashville for January 22-23. That event is being titled, "Engaging Students Who Struggle: Tools for Effective Instruction."</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEgoSiMSvTl4mpjUEhcp7ZU_2HpXfWdk0Aa_9UZqJ1F9AeQBot01jeV0dRaKE7oBvUmpxw57_xsSgR9aRysZcvX-AmlAHws7pIbKMKN7KA3swFTcTfbRDlESIiB18Vmn8MCbem0qOgv1pc3AirlG4JX-rLRNy8tZLmg8zDOtL4b0_Vl_HbdcbNdgAj-t4TAg=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">2023 ASSM Annual Meeting Attendees<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEgoSiMSvTl4mpjUEhcp7ZU_2HpXfWdk0Aa_9UZqJ1F9AeQBot01jeV0dRaKE7oBvUmpxw57_xsSgR9aRysZcvX-AmlAHws7pIbKMKN7KA3swFTcTfbRDlESIiB18Vmn8MCbem0qOgv1pc3AirlG4JX-rLRNy8tZLmg8zDOtL4b0_Vl_HbdcbNdgAj-t4TAg" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>The day wrapped up with an update on our emeritus members and a group photo. Attendance is pretty strong this year, and I'm going to have a heck of a time identifying all the faces in the photo.<br /></p>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comWashington, DC, USA38.9071923 -77.036870710.596958463821153 -112.1931207 67.217426136178844 -41.880620699999994tag:blogger.com,1999:blog-6686146528539402865.post-18622678087240778982023-10-27T18:57:00.007-06:002023-10-27T19:31:16.958-06:00The Struggle to Mend Divides: NCTM Annual Meeting Day 3 and ASSM Annual Meeting Day 1Today I spent the morning at the NCTM Annual Meeting and then took a detour to check out the National Archives before making my way to Pentagon City for the start of the ASSM Annual Meeting.<div><br /></div><div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/a/AVvXsEjdX7yvx8_93dDjeo8LWMmspVoWol_TvBgF3OOnjPWe4E4BgXqD-jvFAc1tjUtPF-xxL4T9UH2Ydpw2MV5zhnlHaHZNY4WOv8e_0Jf46B2pwAur_UOTn2ejfoD-k2b900eXN1hSis-fBWPk-CFHWf0Lmm0Br82r5pAxzfR831mfVkaz_d5yH3JV6Tpf9ZT0=w640-h426" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Rachel Lambert<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEjdX7yvx8_93dDjeo8LWMmspVoWol_TvBgF3OOnjPWe4E4BgXqD-jvFAc1tjUtPF-xxL4T9UH2Ydpw2MV5zhnlHaHZNY4WOv8e_0Jf46B2pwAur_UOTn2ejfoD-k2b900eXN1hSis-fBWPk-CFHWf0Lmm0Br82r5pAxzfR831mfVkaz_d5yH3JV6Tpf9ZT0" style="margin-left: 1em; margin-right: 1em;">
</a>
</div></div><div></div><div>I started at 8:00 with Rachel Lambert of the University of California Santa Barbara. This talk shared ideas with her research plenary, but she had a co-presenter, Erica Mason, from the University of Illinois, and the two of them had a full hour to make their case. The overall message is that we (as regular classroom educators, or as systems of educators) too often "other" special education students and prescribe different kinds of instruction, spaces, and expectations for "those kids." Furthermore, some of the reasons we do this are rooted in research, or more specifically, divides in our research communities.</div><div><br /></div><div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEhWrg6oD7QUkyNWCOvi8TLrsgObT87UEJB2SxGPmxacnvlzbOD2xLAxVNVAG-oOSiColC8VP7cW22Hky3H5B9jAbZ_gP88OPrUVwagOVvlh0rkYz4M92krKSEaWMfAb4RwpoQKIT2m1YvN11Vz7K1Z9sDP-587RNn3Ya4YP_tlqV1DuULYmgul8azUVD7vp=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Erica Mason<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEhWrg6oD7QUkyNWCOvi8TLrsgObT87UEJB2SxGPmxacnvlzbOD2xLAxVNVAG-oOSiColC8VP7cW22Hky3H5B9jAbZ_gP88OPrUVwagOVvlh0rkYz4M92krKSEaWMfAb4RwpoQKIT2m1YvN11Vz7K1Z9sDP-587RNn3Ya4YP_tlqV1DuULYmgul8azUVD7vp" style="margin-left: 1em; margin-right: 1em;">
</a>
</div></div><div></div><div>Mathematics education rarely takes much of an interest in disabled students, but generally, as a field, math ed relies on a broad selection of theories and methods and no one really dominates over the others. Meanwhile, in special education, it's relatively rare to see studies focused on the learning of math, and as a field, special ed researchers use a more limited set of theories and methods. Most are focused on information processing or behaviorist theories and the methodology is almost all quantitative. So not only are we "othering" special education students, we have divides in our academic communities that is creating some "othering" there, too. This has led to some recent fights and misrepresentations of each others' positions and thinking. Rachel offered a critique in this session, specifically focused on some claims made by a group of special education researchers who are using some citations rather recklessly to misrepresent constructivism and teaching that promotes productive struggle.</div><div><br /></div><div>I then went off to the NCTM Business Meeting. This is maybe my most policy wonkish session choice I make each year, but I like getting an update about the overall health of the Council and to get some insights about things on the horizon. It was another year of NCTM running a deficit budget, and it sounded like a substantial portion of that was due to lower-than-expected attendance at last year's Annual Meeting. (This year's registration figures are much better but still below pre-COVID totals.) NCTM also hired an external diversity consultant to help evaluate and support the Council, and they are discussing affinity groups or a similar structure for members to help increase the sense of belonging people have as members. The last bit of big news concerned the conference next July being co-organized by NCTM and the National Council of Teachers of English. It will be K-5 only, and the program committee intends to offer math-focused, literacy-focused, and math+literacy-focused sessions. It will be held at a hotel with limited space, so something more modest than an Annual Meeting, but it is something they'd like to continue annually.</div><div><br /></div><div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEj4ABIKC624bMGEevtdRHQ3P1HgBBxZ9XJTJmXtvduh4Pmscab3G9RQzDMnCrHb2BuY61UmxHFx3fx575jL-ZLcgfItWJ71yXCdJM6RJKxE9ZnIMv5TqkWWyIauNoyl5bbwYhux58F6um7ut4ad6NLRQOn6YH3VcHhUo-YA1y9QXI24ZSaFNl3pon3dpK_d=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Julia Aguirre and Karen Mayfield-Ingram<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEj4ABIKC624bMGEevtdRHQ3P1HgBBxZ9XJTJmXtvduh4Pmscab3G9RQzDMnCrHb2BuY61UmxHFx3fx575jL-ZLcgfItWJ71yXCdJM6RJKxE9ZnIMv5TqkWWyIauNoyl5bbwYhux58F6um7ut4ad6NLRQOn6YH3VcHhUo-YA1y9QXI24ZSaFNl3pon3dpK_d" style="margin-left: 1em; margin-right: 1em;">
</a>
</div></div><div>I made my last NCTM session the Iris M. Carl Equity Address, this year given by Julia Aguirre of the University of Washington, Tacoma, and Karen Mayfield-Ingram of the Lawrence Hall of Science, University of California Berkeley. I think this is the first time I've seen this address given by a pair of presenters and it was a wise choice to put two close colleagues together in an almost mini-panel format. Their session focused mostly on structural barriers to equitable math education. Perhaps the dominant barrier continues to be tracking practices. Even at the earliest ages, students are tracked by perceived ability and the effect is a sort of educational apartheid, and anyone who observes these classes and usually tell right away which class is for the "high" kids (where students are often white) and the "low" kids (where students are Black and Brown). So long as our course placements are predictable by demographic factors, we are maintaining inequitable systems and we all know it. The trick is finding the courage and a shared commitment to stop.</div><div><br /></div><div>At noon, I walked south to the National Archives. Big parts of it were closed for renovations, which was a disappointment, but it's still amazing to think about how I was able to go from my everyday life thinking about inequity in math ed to, about 20 minutes later, standing in front of an original copy of the Magna Carta, which represents a struggle against inequity from another place and another era. It's all part of the same long struggle. I got to see the Declaration, the Constitution, and the Bill of Rights, all of which are quite faded and encased in a lot of protective glass and dim lighting, but ultimately the visit is worth it not because of the items but what they represent.</div><div><br /></div><div>I caught a train to Pentagon City where the ASSM Annual Meeting is being held. The Friday program was extra light: A one-hour meeting for PAEMST state coordinators, a brief welcome, and then a social gathering. I stepped out early as this kind of social stuff is not for me, and besides, some of us have blog posts to write!</div>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comWashington, DC, USA38.9071923 -77.036870710.596958463821153 -112.1931207 67.217426136178844 -41.880620699999994tag:blogger.com,1999:blog-6686146528539402865.post-58096511580567695622023-10-26T20:24:00.027-06:002023-10-26T20:42:48.035-06:00I C U N D C: NCTM Annual Meeting Day 2<p>Today began with a presentation I really didn't want to miss: Mine! I joined up with Lisa Ashe and Denise Schulz from the North Carolina Department of Public Instruction to deliver a session on advocacy. We talked about governance structures, sources for strengthening your argument, and where to find allies before giving participants about 30 minutes to discuss advocacy strategies in small groups. We had some scenarios for them to consider but they were welcome to bring up their own topics, too. Special thanks to April Pforts, our Iowa colleague, for joining us and helping with the small group facilitation.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEj_6S5hbR5E_NtFZTiI-ednXZU2LGUoyJX-oV9Lg9ROb03YcVXHRoO50eIhkhaBc4RVH519u7lMcMHgKCoYwsx6sQ_SdFRNejNVxf4gZZGk-JOtPIb33Tbugnz8bUH1844GC7kqfES-GgHRcpTuWnYWoheOP2LgXM2xFmQgEBHilycmQorGbGPFxIz1sqpl=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">W Gary Martin<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEj_6S5hbR5E_NtFZTiI-ednXZU2LGUoyJX-oV9Lg9ROb03YcVXHRoO50eIhkhaBc4RVH519u7lMcMHgKCoYwsx6sQ_SdFRNejNVxf4gZZGk-JOtPIb33Tbugnz8bUH1844GC7kqfES-GgHRcpTuWnYWoheOP2LgXM2xFmQgEBHilycmQorGbGPFxIz1sqpl" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>I next moved to a session from W. Gary Martin and Mariya Rosenhammer from Auburn University. They presented data that they collected about what math is needed for different college majors and the results add to the really strong argument that high school math should include more and better opportunities for students to learn statistics. It was a really solid presentation and the room was near capacity.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEhae-QQpcGa5XAkS3R9t_UOi_NJAP0ZID0f9uSM_Dc9oDHA6E4GtExg83NPkyGlLszNPY2RtEpFEplmIiAWowACXmdkFlIN72jKMcdUfveWYpe1U08c5f7BcKiJJVYYOEingejMPVYc7YQJhNU8yOmpX24YLKFSMNChDr0B6NSH9pxB2esNCvD65zYWPN42=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">John Seelke<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEhae-QQpcGa5XAkS3R9t_UOi_NJAP0ZID0f9uSM_Dc9oDHA6E4GtExg83NPkyGlLszNPY2RtEpFEplmIiAWowACXmdkFlIN72jKMcdUfveWYpe1U08c5f7BcKiJJVYYOEingejMPVYc7YQJhNU8yOmpX24YLKFSMNChDr0B6NSH9pxB2esNCvD65zYWPN42" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>I then caught a 30-minute session by John Seelke, a PAEMST awardee who wished to talk about the current state of discourse in our profession and some ways we can try to remain open to others' ideas. It's awfully easy these days to quickly determine that someone's views might not align with your own and to shut them out before really trying to understand where they are coming from.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEjRdpMMbPUJT3W-5f1JudXuHWYdx2Z7dWZ8ZvGICNtqr4GNSsSuYcVtFtjmqa6L4zJQsGqLLR5R_nVUA38iiEmKeGo6ClX1Ol2Gb-41OdKpC9JOBK3ls18x_revtk7WJXGQDnyMNvE5V9Uk_630sslRQiFp6-VKwfozx9DcsSaflPgsIzcQ2qTwnaT-yoIw=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Steve Leinwand<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEjRdpMMbPUJT3W-5f1JudXuHWYdx2Z7dWZ8ZvGICNtqr4GNSsSuYcVtFtjmqa6L4zJQsGqLLR5R_nVUA38iiEmKeGo6ClX1Ol2Gb-41OdKpC9JOBK3ls18x_revtk7WJXGQDnyMNvE5V9Uk_630sslRQiFp6-VKwfozx9DcsSaflPgsIzcQ2qTwnaT-yoIw" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>After a great lunch with Ralph Pantozzi (another PAEMST awardee -- so nice to be in good company), I checked in with Steve Leinwand's session about high school math. I suspected it was going to be things I was mostly familiar with, and it was, but it seemed like the right place to be after having a head full of morning ideas and a stomach full of noontime lunch.</p><p>From there, I decided to head to the exhibit hall. As someone who isn't in the classroom and who isn't in a position to purchase anything, a lot of what's in the exhibit hall isn't for me. But that doesn't mean there isn't a lot to learn and people to catch up with. I checked in with PhET, who I've always held in high regard since I learned about them and got to know the team while I was in grad school at CU Boulder. I also spent a lot of time at the PAEMST booth, just to talk about the program and some of the work we're collectively doing to keep it going and try to improve it each year. I caught up with Leslie Dietiker, a math educator at Boston University who I was in a working group with years ago at an ISDDE conference. She works with CPM, and visiting their booth is always interesting since those are the texts I began my teaching career with 20 years ago. I moved on and heard about some new work from Math Recovery which might introduce their approaches to elementary math intervention to a larger number of teachers who wouldn't otherwise attend their regular workshops. Lastly, I spent a long time with Cathy Fosnot and Ryan Dent at the New Perspectives booth. I've known of Cathy and her work for a long time now through our shared relationship with the curriculum designers at the Freudenthal Institute and their extension in the U.S. at CU Boulder. We chatted about the state of curriculum development and reviewing and what might be on the horizon and Ryan showed off an innovative approach they're taking to assessment and progress tracking.<br /></p><p>This is where the NCTM Annual Meeting becomes more than just a chance to attend sessions and keynotes and browse products in person. It's a chance to talk to people all day long and hear their ideas and ask them your questions and do the same in return. Some of those people are new to me, some I've seen year after year. One moment I'm in the hallway with a teacher from Glenwood Springs whom I've never met, but we have a shared passion for making high school math better, and the next moment I'm chatting with NCTM President Kevin Dykema and he's volunteering to join one of our book study sessions for a book he co-authored. NCTM's not the only place math educators can find a professional community, but it sure can be a good place for it when you spend multiple days in a conference space with other members.<br /></p>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comtag:blogger.com,1999:blog-6686146528539402865.post-28846034869436545272023-10-25T21:27:00.025-06:002023-10-25T22:00:39.547-06:00Research and Practice: NCTM Research Conference Day 2 and NCTM Annual Meeting Day 1<p>Today started at 8 am and I snuck in a little late to see Charles Honensee and Sara Gartland of the University of Delaware present about backward transfer. It's an interesting phenomenon when something students learn later has an impact -- sometimes intentional, sometimes not, and sometimes negative -- on something learned earlier. They reported on a high school quadratics unit that was taught in such a way to improve earlier learning on linear functions, which was a nice result to see.</p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/a/AVvXsEiOWckzIlezms-z7RZK1qO2jp5MFlSSEe9V_w4pUVvsfirUfVyKyBdHDnHifBUvKq637iCo83dnFyKjfzSCPY3jWgREm0q3AJyWz0QzFmNstoke1rbdbMLZPOiAZWAP7R2KsCxNH4_XlxK7lcE1D_l39IyxLkzQhamF2qJDUxb-S_8FdcPk8YfoAEocN4wp=w640-h426" style="margin-left: auto; margin-right: auto;" width="640"></td></tr><tr><td class="tr-caption" style="text-align: center;">Sara Gartland<br></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEiOWckzIlezms-z7RZK1qO2jp5MFlSSEe9V_w4pUVvsfirUfVyKyBdHDnHifBUvKq637iCo83dnFyKjfzSCPY3jWgREm0q3AJyWz0QzFmNstoke1rbdbMLZPOiAZWAP7R2KsCxNH4_XlxK7lcE1D_l39IyxLkzQhamF2qJDUxb-S_8FdcPk8YfoAEocN4wp" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>I then went to a series of talks about language and discourse in secondary math. First, a group including Jonathan Foster, Laura Singletary, AnnaMarie Conner, and Hyejin Park (from a variety of universities) described a framework for describing displays. What's a display? It took me a moment to wrap my head around it, but it could be a lot of things, but in most classrooms you're thinking about how teachers and students use whiteboards, Smartboards, posters, and artifacts of student work to display information. I could kind of get a sense for how having a framework to describe these things could help future research studies organize some of their work.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEhBf-acmyNsBDmlG1eCMLd1EydkH0fPNa2BgbAmN6noYT-tRgphCDICcvFhWtTdK9rORcp4-NrrYNfIOxNRdGoGurmq0p-pLcGuer9q6DbIo_RqAVfyzgbBPKbDYNA3clVrrWInv-mZxKbcZtXjDs6drVRDIHKTf5RC0ikoas3kd4XNCqJdRD3D0De2q1z7=w640-h427" style="margin-left: auto; margin-right: auto;" width="640"></td></tr><tr><td class="tr-caption" style="text-align: center;">Sarah Roberts<br></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEhBf-acmyNsBDmlG1eCMLd1EydkH0fPNa2BgbAmN6noYT-tRgphCDICcvFhWtTdK9rORcp4-NrrYNfIOxNRdGoGurmq0p-pLcGuer9q6DbIo_RqAVfyzgbBPKbDYNA3clVrrWInv-mZxKbcZtXjDs6drVRDIHKTf5RC0ikoas3kd4XNCqJdRD3D0De2q1z7" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>Sarah Roberts of the University of Santa Barbara went next and talked about how to support teachers in including language routines into the curriculum that they develop and find when it isn't there already. With more than 70% of high school teachers reporting that they create their own materials on a nearly daily basis, this kind of work is needed in the secondary grades. The last presentation was from Madeleine Chowdhury from Mesa Community College, and she talked about the role of discourse she's observing in a research study with some of her students.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEjRPk6JzwQaRJAy-sG-20QgoYmavTS83ir2sEueMIrlOL7hQaoGgEw-27moJAHlKagVquWSnHR0DrLlVfKbppHBoZER3nOyWtZMpHMdQpfj4w3JAlKVqIHFLyRbWaiiCDMreguenqc4GY1QvZ-t_fTaxz99C_s4HBU-HavWPQ8Pz2H9MHgjRWpogddgAc_w=w640-h427" style="margin-left: auto; margin-right: auto;" width="640"></td></tr><tr><td class="tr-caption" style="text-align: center;">Madeleine Chowdhury<br></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEjRPk6JzwQaRJAy-sG-20QgoYmavTS83ir2sEueMIrlOL7hQaoGgEw-27moJAHlKagVquWSnHR0DrLlVfKbppHBoZER3nOyWtZMpHMdQpfj4w3JAlKVqIHFLyRbWaiiCDMreguenqc4GY1QvZ-t_fTaxz99C_s4HBU-HavWPQ8Pz2H9MHgjRWpogddgAc_w" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>I went to a research in progress session and heard from some folks from Cal State Sacramento who are working on some quantitative reasoning courses and research to support them. That went well with another researcher at the table, Veronica Cambra-Faraci, who is following up with and learning from former students who took Geometry and Algebra 2 together at the same time in her high school as a way of accelerating to calculus their senior year.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEiJ8ue2qTXTPXbr-OXX8BFHejFpJp252GO32igL2vLifzQB_nezD_Liva5j93sbXRLjob7Vo7zWNjjVwo5CX-JpUeYhiRfwWg5-hZzZ4FV4V4kD6PP_HCeqHKn--RMeCxPgNWvHPq2WJBBGQdvlEOsA1BgY7gfq_gfmUTzLwswSHKzwzYWGQ67f5CS4xj98=w640-h427" style="margin-left: auto; margin-right: auto;" width="640"></td></tr><tr><td class="tr-caption" style="text-align: center;">Kyndall Brown<br></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEiJ8ue2qTXTPXbr-OXX8BFHejFpJp252GO32igL2vLifzQB_nezD_Liva5j93sbXRLjob7Vo7zWNjjVwo5CX-JpUeYhiRfwWg5-hZzZ4FV4V4kD6PP_HCeqHKn--RMeCxPgNWvHPq2WJBBGQdvlEOsA1BgY7gfq_gfmUTzLwswSHKzwzYWGQ67f5CS4xj98" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>The plenary session was a combination of talks. First, Kyndall Brown from the California Mathematics Project talked about how research informed California's math frameworks.Next, Joleigh Honey from Utah talked about the importance of working across stakeholder groups to affect change in mathematics education. Lastly, and clearly the highlight of the day, was Rachel Lambert from The University of California, Santa Barbara. She's positioned herself and her work at the intersection of special education and mathematics education, and had A LOT of things to say about how these two worlds have traditionally been separated and the impacts it has on how we conduct and interpret research and, more importantly, what it does for the experiences of special education students in mathematics. This talk was well-timed with recent campaigns to come up with a "science of math" that seems to grossly misinterpret research to make claims about teaching all students. The talk wasn't really long enough to work patiently through all the details, but this is an important topic and I hope it encourages more researchers to work beyond those traditional boundaries to find consensus solutions.</p><p>In one final session, I joined five people from NC State who are working on a microcredentialing system. As the only participant in the session, I got all the attention I could have wanted, for sure. Sometimes that's just how conference sessions work out.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEhEYR7dFu8tAygEz-9umv-Ykl_wnOVGbKvCM403s5YWXlrRuDFVMF7Diys-FCqQ1tZuvUtLc6WS17xtzwtX7-jJuEcle9b8E4Fw2JtuvTqGvAyfQjYF1bAE-8xgL2YeQu_w0W1Ufn35XcDAxgEFK9uiIH1wF9slqiZKv45cEzeqwyCsqanPiMord8xUStRk=w640-h427" style="margin-left: auto; margin-right: auto;" width="640"></td></tr><tr><td class="tr-caption" style="text-align: center;">Jamila Dugan<br></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEhEYR7dFu8tAygEz-9umv-Ykl_wnOVGbKvCM403s5YWXlrRuDFVMF7Diys-FCqQ1tZuvUtLc6WS17xtzwtX7-jJuEcle9b8E4Fw2JtuvTqGvAyfQjYF1bAE-8xgL2YeQu_w0W1Ufn35XcDAxgEFK9uiIH1wF9slqiZKv45cEzeqwyCsqanPiMord8xUStRk" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>The NCTM Annual Meeting kicked off with the usual Wednesday night ceremonies, including recognizing the service of the NCTM Board, the program committee, the local hosting affiliates, and honoring the newest NCTM Lifetime Achievement Awardees. This year, that was Joan Ferrini-Mundy and Betty Phillips. I talked about Joan Ferrini-Mundy yesterday, and if you've ever used the Connected Mathematics Project (CMP) materials from Michigan State, then you've benefited directly from Betty Phillips's work. That was followed by the keynote address, delivered by Jamila Dugan, co-author of the book <i>Street Data</i>. She encouraged us to get past "traps and tropes" when talking about equity and listen more to the people and signals closest to our students, and better recognize how it can compliment and make up for the limitations of our larger-scale data collection, such as with state and national testing.<br></p>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comtag:blogger.com,1999:blog-6686146528539402865.post-29560672793647883872023-10-24T20:27:00.256-06:002023-10-24T21:58:48.473-06:00Making Math Education Matter: NCTM Research Conference Day 1, Washington D.C.<p>It's so good to be back at the NCTM Research Conference! This is one of my favorite conferences: it's a mostly no-frills, just the facts, math ed nerdfest with an amount of academic awkwardness that I find really welcoming.<br /></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEhKsgHo0sQtor5EwJ5MaBbugnjzhnrD0nc5Bc38hX6NUvm9-wNWDOHQ7BmzBDt7Zsked982lIvkT6cL-sAyFQQjTSfULRiGVz1E47a3lGYvxJSLcS69RGjrg5Z3W1LszyDzFkD7WctXuuQrwUHs4Re_G8PoDcyI2zxv3M12TZz_hnEesuiWJRniuxJ0hee1=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Abi Leaf, Chair of the NCTM Research Committee<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEhKsgHo0sQtor5EwJ5MaBbugnjzhnrD0nc5Bc38hX6NUvm9-wNWDOHQ7BmzBDt7Zsked982lIvkT6cL-sAyFQQjTSfULRiGVz1E47a3lGYvxJSLcS69RGjrg5Z3W1LszyDzFkD7WctXuuQrwUHs4Re_G8PoDcyI2zxv3M12TZz_hnEesuiWJRniuxJ0hee1" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p>Day 1 of the Research Conference got off to a great start. Our opening session featured <a href="https://en.wikipedia.org/wiki/Joan_Ferrini-Mundy">Joan Ferrini-Mundy</a>. She's the current President of the University of Maine, a former chief operating officer of the National Science Foundation, a former director at the National Academy of Sciences, and long-time mathematics education researcher. Very few people have held the variety of high-level positions that Joan has, and that helped her craft some perspectives for her opening session.</p><p>This talk started in familiar territory, with reminders that it's foolish to think that we'll ever get the "perfect study" that answers our questions about math education once and for all. Joan also noted the flawed logic that researchers need only push out their work in traditional outlets and depend on educators to soak up those ideas and know how to use them. Instead, Joan said, math educators need to use new and varied approaches to research (shout-out to some I've done, like research-practice partnerships and design-based implementation research) and insert themselves in spaces where decisions are made about math education. The rest of the talk went into details about what those spaces look like and the kind of contributions we could make, including spaces for university administrators, state and federal policymakers, assessment and standards developers, funders, higher education STEM faculty, the business sector, and teacher educators. <br /></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEjnLhRkl0Io5Rw0ITcAX4a5a7FTUf5pS7ChJSrkGThsh1aaVOaQt_UXx9R0PN6oz8-qgngQ4VMCfVCm9Ki1_gN_4bMJF1WhAsORvx3lTQl-BRYCOL6xq5DT6fasPH0v9BWpW0EyaYHyaWznF-ASIk2r1XZnssI34m5dzDwAC1dGUTueJa-xc0kTrZ-RttZV=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Joan Ferrini-Mundy<br /></td></tr></tbody></table><p>My next session was a panel called "Supporting Elementary Teachers' Mathematics Classroom Discussion Practices." It was good to see the newest work from some researchers I admire and enjoy watching present, and some of what they said had a lot of relevance for me.
<br /></p><p></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEggggS58dOZ65AYOG21McPpT6Tow1Wum5Hnjyy5eyBsdSnDAwLHG2Nh8t22HXZSsND0O9aw5UVVpWT_9UybgYoMSjpYcAGLrHGf5x8Z91ekjGOmynTS6AHvbqguNKmTj819uU2A4pEK4tykFp_dJJiCG4dxA0NeC4x2wXcFBUKB-zt_xxtPysZQKnccd9iE=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Lynsey Gibbons<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEggggS58dOZ65AYOG21McPpT6Tow1Wum5Hnjyy5eyBsdSnDAwLHG2Nh8t22HXZSsND0O9aw5UVVpWT_9UybgYoMSjpYcAGLrHGf5x8Z91ekjGOmynTS6AHvbqguNKmTj819uU2A4pEK4tykFp_dJJiCG4dxA0NeC4x2wXcFBUKB-zt_xxtPysZQKnccd9iE" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p>First up was Lynsey Gibbons from the University of Delaware. In working with teachers at a couple elementary schools during the pandemic, she noted the need for schools to be true learning spaces -- not just spaces to organize typical learning for students, but spaces for adults to learn, too, as challenges of the pandemic brought about the need to try new and different things, and to do so while considering all the local and not-so-local contexts in which schooling happens. While her study didn't appear to set out to be about Zearn, we heard a lot about Zearn. The schools in her study adopted Zearn as part of a statewide program that gave schools easy and free access, and the schools expected Zearn to be used as part of regular instruction. Some teachers found it frustrating; instead of teaching themselves, they monitored students sitting at computers wearing headphones who were getting taught by videos of teaching. When students got stuck they raised their hand, and then it became the job of the teacher in the room to figure out what had been shown to the student in the videos they'd been shown and then re-teach that content or otherwise get the student back on track. Some teachers quietly (or maybe not-so-quietly) rebelled and switched to using a "regular" classroom curriculum by the year's end.<br /></p><p></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEjN9LcSBHXcJaHq5oLRwsmCnKrqE_lpbc0PQcSrgcFIPWvEklhZNCC1cn7VDJRMNmTMxWpI9e1AmD5EcDMALLNOpVpZ66f7OQcRiOL8jz9VO6Jb1gCY36D6a5eqFzyvJyEY2d4Xib_ZQhiXywDZjh6jWZtFykFTl72WdEhMWkI9K3FvuVTJHTDEeYMxY3--=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Annie Garrison-Wilhelm<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEjN9LcSBHXcJaHq5oLRwsmCnKrqE_lpbc0PQcSrgcFIPWvEklhZNCC1cn7VDJRMNmTMxWpI9e1AmD5EcDMALLNOpVpZ66f7OQcRiOL8jz9VO6Jb1gCY36D6a5eqFzyvJyEY2d4Xib_ZQhiXywDZjh6jWZtFykFTl72WdEhMWkI9K3FvuVTJHTDEeYMxY3--" style="margin-left: 1em; margin-right: 1em;">
</a>
</div>Next up was Annie Garrison-Wilhelm, now faculty at Washington State University. She looked at what could be learned about improving math teaching by examining teaching practices across multiple content areas, and how that shaped what she called "a vision for dialogic disciplinary discussion." One of her results was that teachers tended to make a stronger case for preparing students to engage in the disciplinary community in math and science than they do when teaching literacy, which seems like a good thing for math.<br /><p></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEgTXEB5LyMq0Lzl85H7pmSYYXZ8xfo7BsOHKnglIaJ89vx7rs78zNWadJ2Yn0s1qVGWqHuT9_V8wS19LaIdgsm7anvTujZnwYxio5Ln_5Trl0KH0b-I0DYwv8_19n4w-i7MWnHgYjRuLwUr5x-BM-s-90oJFaSefDHeUxXvArEuKq9nBDVVSYzOa6OnYZ0M=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Sam Prough and Rebecca Memmolo<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEgTXEB5LyMq0Lzl85H7pmSYYXZ8xfo7BsOHKnglIaJ89vx7rs78zNWadJ2Yn0s1qVGWqHuT9_V8wS19LaIdgsm7anvTujZnwYxio5Ln_5Trl0KH0b-I0DYwv8_19n4w-i7MWnHgYjRuLwUr5x-BM-s-90oJFaSefDHeUxXvArEuKq9nBDVVSYzOa6OnYZ0M" style="margin-left: 1em; margin-right: 1em;">
</a>
</div>Sam Prough and Rebecca Memmolo from the University of Delaware continued this theme of looking across content areas. Their research identified some struggles, like when teachers or school
administrators see math as not something that requires debate and
discussion since there's only "one right answer" to elementary math
problems.<p></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEhQqfHzJQbH5EfTSM6sRW9rpkGIiOBheqM2Gn-my2EUybpRJmo9Nnna8iqjXM37N_wKqapkzDEiIer1SqRcutbPikz2c1cM3A_6Zz7p8W0doa8QLvjsZnBqqevKCmz9UJWCXaZC2xGi5cJjNpUr8ZSHLnZA_JaeZGyUqbl0SjYH7WFGNSjzLhVpVdIvQzkR=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Temple Walkowiak<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEhQqfHzJQbH5EfTSM6sRW9rpkGIiOBheqM2Gn-my2EUybpRJmo9Nnna8iqjXM37N_wKqapkzDEiIer1SqRcutbPikz2c1cM3A_6Zz7p8W0doa8QLvjsZnBqqevKCmz9UJWCXaZC2xGi5cJjNpUr8ZSHLnZA_JaeZGyUqbl0SjYH7WFGNSjzLhVpVdIvQzkR" style="margin-left: 1em; margin-right: 1em;">
</a>
</div>Temple Walkowiak from NC State served as the discussant and brought some of the ideas together across the sessions. There was a lot to think about here, and Lynsey's thinking at the beginning about local and beyond-local context reminded me about the role I play to normalize some positive practices and perceptions about math education and the need to work across disciplines to help elementary teachers make sense of the practices that work best in different content areas.<br /><p></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/a/AVvXsEgBVPqNFGQWVWsQ5q2j99WR8I8-8w7i1FWZ6fiVT9Bgihx9ml0SF-lS8FiDk5MOkCxHK46sOrz2AtdOet4rhqeAt28NzZSLmDHtac367Euq7K8FSVGyaUHMNaRIDPhWfmXfXaARw43i0tQADw9qtm2_CWo9rVKJ_cs_JOPk_A_Z5ngTVlh68eg-kk6pynaz=w640-h426" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Robert Krakehl<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEgBVPqNFGQWVWsQ5q2j99WR8I8-8w7i1FWZ6fiVT9Bgihx9ml0SF-lS8FiDk5MOkCxHK46sOrz2AtdOet4rhqeAt28NzZSLmDHtac367Euq7K8FSVGyaUHMNaRIDPhWfmXfXaARw43i0tQADw9qtm2_CWo9rVKJ_cs_JOPk_A_Z5ngTVlh68eg-kk6pynaz" style="margin-left: 1em; margin-right: 1em;">
</a>
</div>I checked into a "research in progress" session where we sat at roundables with researchers in the midst of figuring out their latest work. I enjoyed hearing from two researchers from Amplify, Heather West and Sandra Pappas, who are developing screeners and diagnostic assessment tools for K-8 mathematics. We're doing some similar work in Colorado and it's good to know we're not alone. I then moved rooms and caught the end of Robert Krakehl's session about AP Mathematics Enrollment and Performance. In short, AP tests consistently favor White and Asian students. This wasn't new news, and it's wasn't Robert's talk to try to explain all the reasons why. Instead, he focused on making sense of the data, and one thing we did observe was that the Calculus BC exam has significantly higher pass rates across the board when compared to Calculus AB and AP Statistics. Perhaps it's a self-selection issue, where only the best-prepared students are encouraged to take it.<br /><p></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEjc88TGYGwQwG1A5x0aLL3Nx5ABp4XFOI66pVzMEoG_uBlPHdR1Iil2YpqvD95_iQA5G8ePb8cmi-nOy-tF1gG2RrACOuIgO5WaU1Cihe7ko2wTBPcfIaQtF7cwR2RBIWF6ivRXJbwhgrdJrHWI_naOrHUukAkeavajtxwHnS3qEdm7dV2Rt3H8RyC4ggvv=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Pat Herbst<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEjc88TGYGwQwG1A5x0aLL3Nx5ABp4XFOI66pVzMEoG_uBlPHdR1Iil2YpqvD95_iQA5G8ePb8cmi-nOy-tF1gG2RrACOuIgO5WaU1Cihe7ko2wTBPcfIaQtF7cwR2RBIWF6ivRXJbwhgrdJrHWI_naOrHUukAkeavajtxwHnS3qEdm7dV2Rt3H8RyC4ggvv" style="margin-left: 1em; margin-right: 1em;">
</a>
</div>Next was a panel comparing innovative models for mathematics teacher learning. Pat Herbst from Michigan started off with what he's learning from their StoryCircles project, which uses cartoon-like classroom simulations to develop teacher thinking and decision-making skills.<br /><p></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEjanhxmulYk25eJYZag32XamQ-19VJj-kwjUP9SC3ubzkQgL_7efYYxzHynG7RikYTP5t6T7jIP-Zv1-hCcYFLXrS4-_ZtcmIWvk_P8G99fwyJpe5hsV7ldQ-_B31fSJYfm6PXng3whfH4RYyXyrQGWA5OhRTBYlTDk5A5ojoCmhNnCHCDhq1rKbgu1cYaP=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Hilda Borko<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEjanhxmulYk25eJYZag32XamQ-19VJj-kwjUP9SC3ubzkQgL_7efYYxzHynG7RikYTP5t6T7jIP-Zv1-hCcYFLXrS4-_ZtcmIWvk_P8G99fwyJpe5hsV7ldQ-_B31fSJYfm6PXng3whfH4RYyXyrQGWA5OhRTBYlTDk5A5ojoCmhNnCHCDhq1rKbgu1cYaP" style="margin-left: 1em; margin-right: 1em;">
</a>
</div>Next up was Hilda Borko of Stanford, who reflected on two different teacher learning models that she's helped establish, the problem-solving cycle and the teacher leadership preparation model. These have been developed in research-practice partnerships and make use of classroom video to generate discussion and reflection on teaching practice.<br /><p></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/a/AVvXsEgVdoRLCQNBnhTiGj5_R1gJOs9qAMQP814Tpmg-mSkvRNcC2KIOA-1YpqoG9nsdIcNaKZDLBnufYyQPWxaft0FlXwa0W1pIHVcR3MciPXBZSk3FzqWxKL6V_-Z5hliNBksEVjRa-70slRSR6m2_WMsSOAmouVbWiwUh1SqoDzcCVxHJ1DgRi5Emi4GwYOl1=w640-h427" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Hollylynn Lee<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEgVdoRLCQNBnhTiGj5_R1gJOs9qAMQP814Tpmg-mSkvRNcC2KIOA-1YpqoG9nsdIcNaKZDLBnufYyQPWxaft0FlXwa0W1pIHVcR3MciPXBZSk3FzqWxKL6V_-Z5hliNBksEVjRa-70slRSR6m2_WMsSOAmouVbWiwUh1SqoDzcCVxHJ1DgRi5Emi4GwYOl1" style="margin-left: 1em; margin-right: 1em;">
</a>
</div>Hollylynn Lee from NC State is working on online professional development models for statistics and data science as part of their <a href="http://instepwithdata.org">instepwithdata.org</a> initiative.<br /><p></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/a/AVvXsEjK9-r_g1phNjuQ0F9FCyufWSuyNK8Q3GHeYM1KJrxHmW3PjC9xbXvpJD9m2bb2oPEbJE8KGa_ThRzSj5xlId2FshlxK0ebRLP61D6hLBw_w7bmU8pDkOEAormNl0H7P5K2kdp5Dm4dePaNtkluurvYhK1JWwjSKbmsA-HH6ei1Dr1UkOoOLk0A2vZ9VTik=w640-h426" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Gil Schwarts<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEjK9-r_g1phNjuQ0F9FCyufWSuyNK8Q3GHeYM1KJrxHmW3PjC9xbXvpJD9m2bb2oPEbJE8KGa_ThRzSj5xlId2FshlxK0ebRLP61D6hLBw_w7bmU8pDkOEAormNl0H7P5K2kdp5Dm4dePaNtkluurvYhK1JWwjSKbmsA-HH6ei1Dr1UkOoOLk0A2vZ9VTik" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p>The discussant for this session was Gil Schwarts from the University of Michigan. She helped us think about these teacher learning programs as either content-oriented or process-oriented, as well as adaptive or specified, and how goals and tensions of each project are served by their different designs.</p><p>Whew! If that wasn't enough, the day ended with a poster session. If you remember social distancing from the pandemic, this was certainly not that. We were all crammed into a too-small and too-noisy space but I got a few things from the posters I visited. My highlight was probably meeting Jinfa Cai. He was the editor of JRME and NCTM's research compendium, and I have a lot of admiration for people who can take on those kinds of big editing projects.<br /></p><p></p><p><br /></p><p><br /></p>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comWashington, DC, USA38.9071923 -77.036870710.596958463821153 -112.1931207 67.217426136178844 -41.880620699999994tag:blogger.com,1999:blog-6686146528539402865.post-83744660897196060682022-10-01T22:42:00.005-06:002022-10-01T23:19:54.581-06:00Why We Do What We Do: NCTM Day 4, Los Angeles<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="480" src="https://lh3.googleusercontent.com/-OTz-29k6g2Q/YzkTfCPg3FI/AAAAAAABF3k/ueiFKjEo57Mk7JLb2wvjmtg86I95-lbtQCNcBGAsYHQ/w640-h480/1664684922663695-0.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Data science panel with Mahmoud Harding on the microphone<br /></td></tr></tbody></table>
<p>I needed to sleep in a little and then pack my bags and check out of my hotel, so I didn't get to the convention center until the second set of sessions. I headed for a panel presentation about data science but missed the introductions. The program book said the speakers were Anna Bargagliotti, Mahmoud Harding, Hollylynne Lee, and Susan Peters, but I think that lineup might have changed. I've been in a lot of data science discussions over the past year so I'm not sure how much of this was new to me, but the Q&A revealed to me that there are a growing number of resources out there that a lot of people simply don't know about. (Note: <a href="http://datascience4all.org">datascience4all.org</a> is a good place to start.) We really are still in the early stages of this, as was evidenced by one panelist explaining that he teaches in one of the largest districts in California, with 200 math teachers across 12 high schools, and he's the only one teaching a data science course.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-YaEbPRGdL6g/YzkTels_SuI/AAAAAAABF3g/hwyvQDuCVDctBbfl99c1TchDzdPjmXlIwCNcBGAsYHQ/w640-h427/1664684921026752-1.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Megan Burton<br /></td></tr></tbody></table>
<p>I've never been to the AMTE conference (that's the Association for Mathematics Teacher Educators) but I occasionally attend an AMTE-focused session at the NCTM or NCSM conference. I do that partly for the information, but partly to figure out if I have a place in that organization. As a math specialist in a state department of education, part of my role involves providing professional development to teachers and I occasionally get to work with licensure and endorsement policies for teachers. But unlike most (all?) of AMTE's members, I'm not a higher education faculty member charged with the education of preservice teachers. This session, led by Megan Burton, was titled "Mentoring, Challenging, and Empowering: AMTE's Standards for Preparing Teachers of Mathematics." I think I would have liked hearing about the standards, but the first half focused on mentoring and that's not an aspect of my job and therefore wasn't as relevant to me.<br /><br />I might have stayed in the AMTE session until then end, but I wanted to catch a 30-minute session called "Creating and Sustaining a Free Mathematics Conference to Empower Educators." It was led by Cody Osterhout and Paul Volkert, two educators in a New York BOCES (bureau of cooperative educational services) who creeated a math conference with very simple and humble beginnings and have grown it over the past five years. I'm fortunate that our state math conference is well-established, but I wanted that 30 minutes to look at conferences through a fresh set of eyes and to consider what's essential and what's extra as we adjust our conference to meet changing needs and varying levels of participation.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-glqAixfq6TE/YzkTeL9TGhI/AAAAAAABF3c/R4SmRS5u3XcZyL5PV-8kmDwhq5G0j4kxgCNcBGAsYHQ/w640-h427/1664684919473138-2.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">José Vilson<br /></td></tr></tbody></table>
<p>I somehow made it all week without hearing about anyone who couldn't participate in the conference due to COVID, and then Eugenia Cheng, our closing speaker, had to cancel on short notice because she got COVID! I'm sure she wasn't the only one, but it was probably too much to hope for that nobody would get sick all week. So that left the program committee in a bind -- what can you do to replace a keynote speaker with about 48 hours notice? You take advantage of having José Vilson on your program committee, that's what. José's an experienced keynote speaker with experience on the big stage at NCTM, having delivered the Iris Carl address in 2019. He wasn't the most prepared, or dressed like he might have for a keynote, but he quickly put together a talk called "A Moment of Hope: Why We Do What We Do." The talked moved a bit like a series of Ignite sessions, with maybe 5-minute chapters highlighting different reasons for teaching and working with youth. Perhaps the most impactful was José's collage of photos of former students of his who have gone on to become teachers.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="480" src="https://lh3.googleusercontent.com/-pUm46_sKuOo/YzkTd71uc_I/AAAAAAABF3Y/T_zwqeBMEW8neMzr6uIW_0v88hyJorLGgCNcBGAsYHQ/w640-h480/1664684916920939-3.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">So long, L.A., and thanks for the bikes<br /></td></tr></tbody></table>
<p>The final bit of business to conclude the 2022 Annual Meeting was for Trena Wilkerson to hand over the presidency of NCTM to Kevin Dykema. Kevin is a middle school teacher from Michigan and has long been involved as an NCTM board member and as a member of various committees. It's always nice to see a teacher lead an organization of teachers, and I have a sense that Kevin is going to do great. There will be a lot of NCTM activities in the meantime, but next year's conference is set for Washington, D.C. We were there in 2018, which really wasn't long ago, but it's a great place for the conference because the population density is high and that helps improve turnout. I like visiting D.C., and there are still a ton of museums and cultural attractions I want to see, so I'm looking forward to it already.</p>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.com1201 S Figueroa St, Los Angeles, CA 90015, USA34.0403207 -118.26956245.7300868638211568 -153.42581239999998 62.350554536178848 -83.1133124tag:blogger.com,1999:blog-6686146528539402865.post-29015848599230104812022-09-30T23:55:00.007-06:002022-10-01T01:20:02.089-06:00From Business to Baseball: NCTM Day 3, Los Angeles<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-Zvo_2pO6UZw/YzflAvCVoTI/AAAAAAABF00/v6ppkSzIrco5082vZbMbP6hFT3ppQwzIgCNcBGAsYHQ/w640-h427/1664607487455516-0.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Trena Wilkerson (on her last full day as NCTM President!)<br /></td></tr></tbody></table>
<p>I started my day at the NCTM business meeting. I wouldn't recommend that most people go to the business meeting, but for the few of us who like getting an update on the health and direction of NCTM, it's the place to be. It's unfortunate to see that NCTM's budget finished in the red, again, but given how rough it's been with events and the pandemic, things could have been much worse. Membership stands at about 29,000, with about half of those opting for the essential membership tier.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="429" src="https://lh3.googleusercontent.com/-70KlT5sUwxs/Yzfk_gQPkxI/AAAAAAABF0w/DcO6jo82Jboz6wAdIxbJHO02D9XWIMuAgCNcBGAsYHQ/w640-h429/1664607484474350-1.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Nicole Joseph<br /></td></tr></tbody></table>
<p>Next I went to the Iris Carl Address. This year's speaker was Nicole Joseph of Vanderbilt University, and she had a very well-prepared talk to help us confront some of the inequities and biases faced by Black girls. At the end, I noted that she charged her fellow researchers to push to do large-scale, quantitative research studies. She explained that while we've learned a great deal from the many small-sample, qualitative studies, if research is going to affect policy, state and national decision-makers are going to want big studies with some statistical power. I'm really not doing the session justice with my brief summary, so be thankful that this is one of the sessions that NCTM records and makes available to watch after the conference.</p>
<p>At noon I met up with my co-presenters, Fred Peck and David Webb. David was our advisor at CU Boulder and we've established this wonderful tradition of presenting together each year at NCTM. This was the first time we've seen each other since the San Diego conference in the spring of 2019, so we did a little bit of prep and lots of catching up with each other. Our 2:45 session, "Making Meaning of Systems of Equations with Contexts and Representations," went very well. We've done versions of this one before, and each time we seem to get a bit better at it. We had a good audience, but had room for more, and I think those in attendance got a lot out of it.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-Q--0FQioleU/YzflaeKMpiI/AAAAAAABF1E/7pCQmgglv1klmrTzifzSLP2_LYSx7YEGQCNcBGAsYHQ/w640-h427/1664607590021480-0.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">W. Gary Martin and Jean Lee<br /></td></tr></tbody></table>
<p>David and I caught the last 20 minutes or so of a late session called "We Need More Math Teachers! Changing the Narrative About Mathematics Teaching as a Career." Jean Lee and Gary Martin were the lead speakers for the session, and just with the bits we saw it was really useful. Essentially, they're involved in <a href="https://getthefactsout.org/">an effort to share positive things about being a teacher</a>. And it's not just their opinion -- this is part of a broader project that has collected data and surveyed teachers and when you look at the data, the salaries, working conditions, and retirement benefits are more favorable than the news headlines might lead you to believe. I'll have to check out the materials later, and connect with some of the Colorado folks who are involved in the research.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="480" src="https://lh3.googleusercontent.com/-TY-caLexEyw/Yzfk-747d7I/AAAAAAABF0s/jNJH6nBuWgIcc9NaNFJiS7sh30zS99FuACNcBGAsYHQ/w640-h480/1664607477625245-2.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">It's time for Dodger baseball!<br /></td></tr></tbody></table>
<p>Finally, I got really adventurous with the Metro bike share system and pedaled up to Dodger Stadium to see the Dodgers play the Rockies. The bike ride was probably more memorable than the game, as the Dodgers had a 9-0 lead by the time I left during the 7th inning stretch. Afterwards, I biked all the way back to USC, which is about a 6 mile trip. Add that on top of an almost 17,000-step day, and I'm pretty beat. But just one half day left of #NCTMLA22, and then I can rest!</p>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.com1201 S Figueroa St, Los Angeles, CA 90015, USA34.0403207 -118.26956245.7300868638211568 -153.42581239999998 62.350554536178848 -83.1133124tag:blogger.com,1999:blog-6686146528539402865.post-32220081445193080352022-09-30T00:37:00.000-06:002022-09-30T00:37:54.298-06:00"It warms my heart": NCTM Day 2, Los Angeles<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-2JS-lwMx-1M/YzaK68-lIII/AAAAAAABFx8/5gz2beeDbXESJi6V_i5XL4EgJtULJ8gPQCNcBGAsYHQ/w640-h427/1664518889049358-0.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Kristen Faust<br /></td></tr></tbody></table>
<p>Today was Day 2 of the NCTM Annual Meeting and it was a very full day for me. I began in a session called "Opening Math Pathways to Each Student: Our Journey From One School to District Wide," led by Kristen Faust, Tracy Fischer, and Mary Richards of North Clackamas School District, Oregon. I'm seeking out these district-level stories about pathway reforms to better understand the challenges involved and get some insights from those doing this work. This group is four or five years into this process, and they've moved their middle schools towards more students in heterogeneous classes that are taught to grade level standards. Although the pandemic hurt them in a lot of ways, one way it helped is that it disrupted their traditional district tests that were used to determine middle school math course placement. So with no test, there was no placement, and no need to label some students as not worthy of grade-level work.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-vmxfQGjrICM/YzaK51l14KI/AAAAAAABFx4/yZGUXBitO_8TGrxXfyQyoJsHdFrJEZE_wCNcBGAsYHQ/w640-h427/1664518885031589-1.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Mary Richards<br /></td></tr></tbody></table>
<p>Following that session I caught up with Fred Peck, my old CU Boulder grad school colleague who is now on the faculty at the University of Montana. We're co-presenting Friday and this was a good time to do some catching up and to work on our slides. The presentation is in pretty good shape, and it's a relief to know I won't have any late-night slide deck designing to cost me more sleep. Today was my 7th day in a row of these conferences, and it's tiring enough just sticking to a typical participant schedule.</p>
<p>By chance, I ended up having lunch with Sara VanDerWerf. Sara and I have connected in passing a few times over the years, but now that we're both math specialists in state departments of education we have a whole lot more to talk about. And talk we did! There are aspects of our work in state government that sometimes require some tricky navigation, and even though Sara has only been in the job for less than a year, she was describing things with some of the same language that I find myself using.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-iPk03MAFK_g/YzaK4w4yz9I/AAAAAAABFx0/x7EJMXkAefwmrmsL8bctdUAo27lv6cvRQCNcBGAsYHQ/w640-h427/1664518881351971-2.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Ginny Stuckey<br /></td></tr></tbody></table>
<p>After lunch, I met up with Fred and we headed to "Expanding the Frontiers of Math Class," which was to be led by Karim Ani of Citizen Math. Karim led a great session at the 2019 ASSM Annual Meeting, and I was looking forward to seeing him again. Unfortunately, he had a change of plans and Ginny Stuckey filled in as his substitute. She was great! She also works for Citizen Math, and it made me glad that I didn't change my mind and opt to attend something else. Ginny gave us some decent, but somewhat ordinary examples of math tasks that use a problem solving context but keep the focus on the math. Then she contrasted that to a problem solving context where the focus stays on <i>solving the problem</i>, and the math is just a tool. The metaphor she used as <i>looking at</i> a telescope (some of which are quite beautiful!) versus <i>looking with</i> a telescope, which is ultimately what the telescope is really for.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-HFBYv5Y-uY4/YzaK30PB1LI/AAAAAAABFxw/kh_lr6AwIuQfG9rlpqDGjkhNftQZnEuDwCNcBGAsYHQ/w640-h427/1664518877864257-3.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Mark Russo<br /></td></tr></tbody></table>
<p>From there, I headed to another storytelling session about a district trying to reform math teaching and learning. Mark Russo works in a suburban school district in New Jersey and his session was called, "Catalyzing Change When Change is Hard." For me, I knew the "catalyzing change" in the title referred to the NCTM book series by that name, but it was a little delight of the day to hear several first-time attendees say that they knew nothing about the book, and were there simply because the title and description of the session drew them in. The highlight for me was being seated next to a high school teacher from Arizona, and the conversations we had during the turn-and-talk moments. She's in a school where most of the math department is just fine leaving things as-is, and she attended the talk to develop some greater powers of persuasion that she might use to get a reform movement going in her school. Oh, as a bonus, I think Mark Russo had the quote of the day, and it was something he said before the session even started: "<b>I've heard more <i>I do, we do, you do</i>-bashing in one day at this conference than I've heard anywhere, and it warms my heart.</b>"</p>
<p>The next session I went to wasn't initially on my list, but I couldn't resist "Modeling as Storytelling: Developing Mathematical Identities With Students on the Margins of Algebra" by Kara Imm. Kara is part of the extended group of us who has ideas rooted in Realistic Mathematics Education. I'm connected through David Webb and the Freudenthal Institute US, while Kara is connected through Cathy Fosnot and Math in the City. Anyway, Kara's presentation was about a project that is stretching her beyond her RME roots. The title itself explains a lot, and like the previous session, Kara's generous use of turn-and-talks gave me ample opportunities to discuss issues of mathematical modeling and student identity with some of the other conference-goers nearby.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-I0dRaq6P4Ig/YzaK3K4l_wI/AAAAAAABFxs/k-uVbdWCiEIVw9dZJlsPS03QoK8qViIMQCNcBGAsYHQ/w640-h427/1664518872480527-4.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Zalman Usiskin<br /></td></tr></tbody></table>
<p>And finally, to wrap up the day, I went to "Circling Through a Century of NCTM: A Celebration Sprinkled With Music" with Zalman Usiskin. Zal has been presenting at NCTM for about 50 years now, and I couldn't think of anyone better to give a historical perspective of the organization. This talk was originally supposed to happen at the centennial meeting in Chicago in March of 2020, but that event was cancelled. Thankfully, the program committee and others encouraged Zal to deliver it now, more than two years later. Little did I know, but Zal is quite musical and has performed some songs he's written about math at select events in the past. He plays the piano, too, but tonight he had his cousin play who happens to be a world-class pianist. The history was rich and the song were often humorous, and as a lover of math education history it was time well spent for me. I wish I could sit with Zal for about a month and pick his brain about math ed history.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="640" src="https://lh3.googleusercontent.com/-GFXmQcvTJzM/YzaK1nhfT_I/AAAAAAABFxo/kwQAMgerxRszOc_cs4V4PCyNVpVdT1FNwCNcBGAsYHQ/w480-h640/1664518866433208-5.png" style="margin-left: auto; margin-right: auto;" width="480" /></td></tr><tr><td class="tr-caption" style="text-align: center;">St. Vincent de Paul, which I pass on the way to my hotel<br /></td></tr></tbody></table>
<p>After all that, I grabbed an ebike from the Metro bike share system and made it back to the hotel. See, I told you it was a full day! And tomorrow will be, too. On top of my own presentation, there's the Iris Carl address, the NCTM business meeting, and a few other sessions on my schedule. But that's how these things go -- there's so much to see and do!</p>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.com1201 S Figueroa St, Los Angeles, CA 90015, USA34.0403207 -118.26956245.7300868638211568 -153.42581239999998 62.350554536178848 -83.1133124tag:blogger.com,1999:blog-6686146528539402865.post-76219395745325828552022-09-29T00:36:00.006-06:002022-09-29T00:42:12.964-06:00One Mathematics, Many Voices: NCTM Day 1, Los Angeles<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="480" src="https://lh3.googleusercontent.com/-0g5cytcOYCY/YzU7D4-78tI/AAAAAAABFuE/G-FC2ldMiAgjlp36wBafRQvbkNTb8YYNwCNcBGAsYHQ/w640-h480/1664432904225130-0.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Getting set for the big opening</td></tr></tbody></table>
<p>Today was the first day of the Annual Meeting of the National Council of Teachers of Mathematics in Los Angeles. But before I made the long, long bus ride from Anaheim to L.A., I took in a couple extra sessions at NCSM.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-h7QS6jse-4w/YzU7BuIjBKI/AAAAAAABFuA/W0ySUsNjGFQpgDvwt-ImcuYmCEzHoAkEgCNcBGAsYHQ/w640-h427/1664432901337358-1.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Peter Liljedahl</td></tr></tbody></table>
<p>I missed Peter Liljedahl's session yesterday when it filled up and they shut the doors, but he was kind enough to stick around through this morning and offer the same session again. Now that I've seen his talk, it's understandable why he's such a hit: he built up a solid research program, got some nice findings, he wrote some teacher-friendly books, and he's gotten lots of practice delivering his talk. It's an exceptionally strong bit of work. I was particularly persuaded by his bit on mimicry. I've been asked by math specialists how they can get teachers to stop relying on, "I do, we do, you do" as their instructional model. Sometimes we see this in elementary, where some reading programs promote that model as a form of effective instruction. I'm no authority on how well it works in other content areas, but it's not great for math, and Peter gave the most powerful articulation of why it's so inadequate. He says that when you use an "I do, we do, you do" model, what students are doing is mimicking, not learning. Mimicking can work for you in the short term, but not in the long term. In mathematics, students' luck with mimicking tends to run out by the time they're in Algebra 1, when they really need to be thinking and problem solving for themselves if they're going to be successful. I ordered Peter's books while sitting in the session and I'll be eager to dig into them when I get home.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-_SNb0_mTwkg/YzU7A9Ez-oI/AAAAAAABFt8/y5ipKF2Qps4ZiPUzpLVN9XO2KQ5JmCdrwCNcBGAsYHQ/w640-h427/1664432897772001-2.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Caity Larson</td></tr></tbody></table>
<p>I stuck around for one more session, this time to hear a story about math reforms spurred on by <i>Catalyzing Change</i>. Caity Larson and Catherine Castillo were math specialists in Springfield, Missouri, who carried out a multi-year plan to reform curriculum and instruction in their schools. They were often met with resistance, but they steadily won over teachers and other stakeholders. But when it was time for all that work to pay off, district leadership put a halt to it. There were certainly positives in the session, but it also served as a cautionary tale. You'd never know it talking to people at the conference, but there really are people out there who don't want math teaching to change.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-UYPFwZ_d1po/YzU7AFRh_lI/AAAAAAABFt4/b04Lu2tvyzw2_NKeicBRoo5f0gQiLSIgQCNcBGAsYHQ/w640-h427/1664432894548380-3.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">NCTM President Trena Wilkerson</td></tr></tbody></table>
<p>After the bus ride from Anaheim to Los Angeles, I settled in at my third hotel of the week and then made my way to the convention center for the NCTM Annual Meeting. The first person I met was from Hawaii. And so was the second and third. Then there were more. Hawaiians are here in force! After some time cruising the exhibit floor, I headed to the opening session. There were lots of preliminaries to wait through, but I've found that those parts get better every year as you get to know more of the people and develop a greater appreciation for the work they do. Part of what lengthened it was that it was the first in-person annual meeting in more than three years, so they did things like take extra time to recognize previous lifetime achievement award recipients that we didn't get to celebrate during the pandemic. It was great seeing Elizabeth Fennema on the big screen!</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-nItXuCgsblQ/YzU6_eW3NMI/AAAAAAABFt0/V5Zn0DaNFFAi-rgZjPJ9JzflHtRVYBshwCNcBGAsYHQ/w640-h427/1664432891193585-4.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Chip Heath</td></tr></tbody></table>
<p>The keynote speaker was Chip Heath, a professor and author who wrote a book called <i>Making Numbers Count</i>. It wasn't a math education talk, really. It was more of a collection of interesting and educational anecdotes that illustrated the way we see numbers and how numbers help us make sense of our worlds. In particular, there were good examples of things where we <i>don't</i> have great sense when it comes to numbers, whether it's because the numbers are very large or because the numbers haven't been rounded to something memorable. Malcolm Gladwell was the opening keynote speaker when I attended my first NCTM Annual Meeting in 2008, and this felt a lot like that. I'm not sure it was the best possible representation of the conference theme, <i>One Mathematics, Many Voices: Sharing Our Collective Stories of Rehumanizing Mathematics Teaching and Learning</i>, but as a stand-alone keynote it had its own reasons to be engaging.</p>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.com1201 S Figueroa St, Los Angeles, CA 90015, USA34.0403207 -118.26956245.7300868638211568 -153.42581239999998 62.350554536178848 -83.1133124tag:blogger.com,1999:blog-6686146528539402865.post-36642097216841929472022-09-28T00:36:00.001-06:002022-09-28T00:36:15.408-06:00The Word of the Day is Invigorating: NCSM Day 2, Anaheim<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-DIH2pMi6P5A/YzPoqEOfP4I/AAAAAAABFsM/BpG3j6yv-WYelV4kcadoMtwUSWj5Z9trQCNcBGAsYHQ/w640-h427/1664346278949329-0.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Cynthia Callard, University of Rochester<br /></td></tr></tbody></table>
<p>It was the second day of NCSM, but my first day of NCSM, but still my fifth day of conferencing this trip. Got it? I hope so, because there's still 4 more days to go after this one before the trip is done.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-Qp5cXjAq0H8/YzPopVmzwwI/AAAAAAABFsI/7XP_vmHWcMsuSh9SOXZz6kjbhwtjAGBAwCNcBGAsYHQ/w640-h427/1664346275919743-1.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Steve Leinwand<br /></td></tr></tbody></table>
<p>I started my morning at 8:15 with Steve Leinwand. I've seen Steve present plenty of times, and I think I was going less because I need to hear his message and more because I want to relate to the other people hearing his message so we can be on the same page. The topic was high school mathematics reform, or "invigorating high school math," as Steve and his co-author Eric Milou describe it. Steve didn't get into a lot of the nuts and bolts of what his ideal high school math would look like. That's not really Steve's style, and besides, he's written a book for that. Instead, what Steve does so well, is he gives an audience a moment to say to themselves, "See, I'm not crazy. Things are as in need of radical change as I thought they were, and Steve agrees with me." Validation like that can give ideas momentum, even if the ideas haven't been completely spelled out.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-HOn6B60CC2Q/YzPoomKEshI/AAAAAAABFsE/SiIDElBsFj05alJIM8C85D0H1G_rqsOSgCNcBGAsYHQ/w640-h427/1664346273073487-2.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Mary Mooney<br /></td></tr></tbody></table>
<p>Following the session I ran into some of the Colorado crew: John from Greeley, Katie from Englewood, and the trio from Adams 12, Amanda, Stephanie, and Sherri. We reflected on what we'd seen and looked at what else we wanted to see. I was about to head to another session but ran into April Pforts and Mary Mooney, two of my ASSM colleagues. We talked right through the session, and I was thankful for it. Even though we'd just spent four days together at our own conference, there's still plenty we can share and learn with each other. Sometimes those moments are better than what's in the printed program, and this was one of those moments for me.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-VPb_5Wam85I/YzPon-TJG4I/AAAAAAABFsA/05Wp-O6TMHsId7M0bHTGbSHFs_wnjbLEwCNcBGAsYHQ/w640-h427/1664346270082002-3.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Rachel Lambert, University of California Santa Barbara<br /></td></tr></tbody></table>
<p>Together, we all shuffled off into a packed room to see Rachel Lambert talk about UDL math, which is — as Rachel simply puts it — her attempt at bringing together the principles of universal design for learning with mathematics. This is very much a work in progress, and I think it showed in the way Rachel relied on UDL examples that weren't math examples. I think we all have a responsibility for this work, even if all we do sometimes is to take the time to listen to our students who struggle and try to learn from them what it is about how we've designed our math classrooms that impedes their efforts to learn.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-u4b-MZIUXo8/YzPonEFlbPI/AAAAAAABFr8/mOmFxAAL9Lc0zaO6TWcUJ6BEZkrav2COACNcBGAsYHQ/w640-h427/1664346267085854-4.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Ryan Gillespie, University of Idaho<br /></td></tr></tbody></table>
<p>I picked out a session in the afternoon that was the result of an NSF-funded project to develop the capacity and skills of mathematics coaches. It was led by Cynthia Callard and Jennifer Kruger of the Univeristy of Rochester and Ryan Gillespie of the University of Idaho. When the project was proposed about six years ago, it was rather innovative to rely on videoconferencing software for mentor coach and mentee coach interactions, and with the pandemic they watched what seemed innovative one day become commonplace the next. I think my main takeaway from the session was that their biggest success was simply making the program exist and giving it some structure. Coaching coaches while coaches were coaching teachers, and organizing them into video clubs with a process to help look for issues, is no easy feat. I suspect the research articles will describe some other details about coach-coach interactions that we didn't hear about in the session.<p>
<p>The rest of the day was spent in our regional caucuses and the business meeting. I connected with some other members from Idaho and Arizona in the region meeting and caught up with Amber, the math specialist from Cherry Creek. At the business meeting, NCSM leadership was happy to report that conference registrations exceeded expectations and their budget is well in the black this year. That was great news after paying a stiff penalty last year for canceling the conference in Atlanta. The large participation has been evident with how full some sessions have been. Peter Liljedahl's session was so full they shut the doors and turned people away, and thankfully Peter has agreed to return tomorrow to repeat the session for those who missed it.</p>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="480" src="https://lh3.googleusercontent.com/-rcJaWooYbbo/YzPomY65sbI/AAAAAAABFr4/44mq35QrQzAYJp97lN7p2C09NYVrJarQQCNcBGAsYHQ/w640-h480/1664346261196847-5.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Play ball!<br /></td></tr></tbody></table>
<p>I spent the evening at the ballpark watching the Oakland A's take on the Los Angeles Angels. I left at the seventh inning stretch, though, as the game was running long and I was running low on energy. Today was another 15,000+ step day and I was up late last night. Tomorrow, I think I'll go to Peter Liljedahl's repeat session , and that will wrap up NCSM for me as I make the way to Los Angeles for NCTM later in the day.</p>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.com700 W Convention Way, Anaheim, CA 92802, USA33.7992156 -117.91831235.4889817638211511 -153.0745623 62.109449436178842 -82.7620623tag:blogger.com,1999:blog-6686146528539402865.post-22941794108492572782022-09-27T00:21:00.001-06:002022-09-27T00:21:23.815-06:00An Organizational Perspective: ASSM Day 4, Costa Mesa<p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-ISvrZeJ5UfI/YzKVB6WgHjI/AAAAAAABFrg/b8HbLYuRiZg35Dlm4inobHvPIcn0tTi2wCNcBGAsYHQ/w640-h427/1664259332766480-0.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">The 2021-2022 ASSM Board of Directors<br /></td></tr></tbody></table><p></p><p>The final day of the Annual Meeting of the Association of State Supervisors of Mathematics was a short one, with two sessions of board business and two big presentations. We finished at noon to give people time to travel home or get to NCSM, if they hadn't left already.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-YizyVS9DD8s/YzKVA5KNt2I/AAAAAAABFrc/Uap6qok1o7ANCNLHzuhbLkWFwm7Adxt7ACNcBGAsYHQ/w640-h427/1664259329918866-1.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Mike Steele<br /></td></tr></tbody></table><p></p><p>President Joleigh Honey led us through the first business meeting portion before handing things over to Mike Steele, who presented a session to get us thinking about how we can leverage state systems to help modernize mathematics learning opportunities for students. In a twist, he used some deficit framing to start his talk, and acknowledged doing so to help establish some contrast for the asset-based approaches that we'd be thinking about the rest of the session. There was some thought-provoking ways in which standards are positioned in the work that we do as state supervisors of mathematics, and I'm eager to go back to his slides and references and dig into that a little deeper.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-BXJ_td5rJgU/YzKVAEzSOtI/AAAAAAABFrY/GvqHbh8ARiQPTthtnhgHcSPY97h2AkZSQCNcBGAsYHQ/w640-h427/1664259325118435-2.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Kyndall Brown<br /></td></tr></tbody></table><p></p><p>Our final presentation was by Kyndall Brown, the executive director of the California Mathematics Project. California is a large state with multiple layers to its school support networks, and there are many ways these work with their NCTM affiliate, CMC (which itself has multiple parts and events), and other organizations to improve math teaching and learning statewide. Sometimes the efforts are at a high policy level, such as the state math frameworks, and sometimes they operate on a small, local level, like a scaled-up lesson study project that takes the experience of single students as its focal point. Few of us have the size or number of resources as California, but all of us have some people and some organizational assets ("organizational assets" was the conference theme of the day) that can operate on a similar, if not scaled-down, fashion in our states.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-Uudhi19-Ey0/YzKU_GDNa2I/AAAAAAABFrU/Hl9-uczmR8YEuEI3lg2XJdUiPo_IIiljgCNcBGAsYHQ/w640-h427/1664259322238434-3.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">New ASSM President Lisa Ashe<br /></td></tr></tbody></table><p></p><p>The last bit of business was to thank the outgoing board members and pass leadership of the organization to the new board members, including our new president, Lisa Ashe of North Carolina. As Joleigh mentioned, Lisa has been operating more like a co-president rather than a typical president-elect, so this is going to be a smooth transition. Lisa is also the first African American to be president of ASSM, so it's a wonderful accomplishment for her and a sign of progress for our organization. Lisa's first act was to gavel the meeting closed. See you next year in Washington, D.C.!</p>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comAvenue of the Arts, Costa Mesa, CA 92626, USA33.6911828 -117.88092075.3809489638211545 -153.0371707 62.001416636178845 -82.7246707tag:blogger.com,1999:blog-6686146528539402865.post-8327297526951679182022-09-25T23:41:00.001-06:002022-09-25T23:45:06.855-06:00Getting Interpersonal: ASSM Day 3, Costa Mesa<p> </p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-8Xutpyarg8w/YzE5qWD4crI/AAAAAAABFnc/F-j3utObdOY61qBm0sEz2gpe4-XQt4jeQCNcBGAsYHQ/w640-h427/1664170404043036-0.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Problem solvers solving problems</td></tr></tbody></table><p>Today at the ASSM Annual Meeting, we elevated yesterday's theme of <i>personal</i> assets to become a theme of <i>interpersonal</i> assets. We'd get to that soon enough, but first, we started the day with some math. I don't know what it's like in other content areas, but it's seen as good practice to take on a math task or two in any sort of professional development with math teachers and educators, and for the most part, we really enjoy it.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-aHlNbSOcve4/YzE5ov73uYI/AAAAAAABFnY/Q_2N_Kmpe_kEP1TMy-LBJV24y7RlW8PwwCNcBGAsYHQ/w640-h427/1664170400062399-1.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Mary Mooney (WI) and Anne Wallace (NH)<br /></td></tr></tbody></table><p></p><p>After a break, we transitioned to participating in two <i>Potentials of Practice</i>. This was an opportunity for two members, one in an elementary group and another in a secondary group, to pose an issue that is challenging them while the rest of us listened before participating in a structured discussion to help bring clarity. The secondary group tackled a communication issue while the elementary group (I think, as I wasn't in that group) dealt with negotiating some tensions between teaching practices and assessment practices. It felt like a great example of using our interpersonal assets, as we all share similar challenges yet there's enough diversity across the group that new ideas could come to the surface.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-TGORUVP2BZg/YzE5nrEvC1I/AAAAAAABFnU/ApP1FaLCzcoEmxpyxcqELLRexenWawZNgCNcBGAsYHQ/w640-h427/1664170395058901-2.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Megan Franke<br /></td></tr></tbody></table><p></p><p>We stayed in elementary and secondary groups as we moved to breakout sessions, something we used sparingly in this year's program. Both leveraged assets local to the Los Angeles area. Megan Franke of UCLA joined us for a session called "Supporting the Mathematical Brilliance of Young People," in which we watched some amazing examples of student reasoning and learned the results of recent research that involved interviews of almost 500 preschoolers. Some of the key findings: Students are better at counting if there's some purpose to their counting. Researchers assumed that students could count further if asked to simply count out loud than if they were asked to count objects, but the opposite turned out to be true. And when given 8 little plastic bears to count, lined up in a row, the students showed less counting skill than when given 31 pennies to count from a pile. Maybe it shouldn't surprise us at this point, but this feels like another instance where the more authentic the task, the more students seem to shine.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-BwzEx8oIrao/YzE5mQlzjzI/AAAAAAABFnQ/JzpSKhQ_dL4l3xWWHq_EYfWVng7Sw5G-gCNcBGAsYHQ/w640-h427/1664170387880706-3.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Brian Lawler<br /></td></tr></tbody></table><p></p><p>In the secondary breakout session, Brian Lawler, Bryan Meyer, and Abi Leaf described their multi-year efforts at high school math reform in a session called, "Designing a System to Provoke Change - in Actions and Beliefs." I've seen them present multiple times before, so I spent more time in Megan's session, but I know they were able to synthesize and reflect on some things and I'm hoping to hear more about what they presented.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-AI40JDJQLHo/YzE5kspkGdI/AAAAAAABFnM/yITTIXYD0MYCPTe0adrYMKqhcOojLKmCQCNcBGAsYHQ/w640-h427/1664170382393786-4.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Rachel Lambert<br /></td></tr></tbody></table><p></p><p>The afternoon returned to sharing perspectives about what being an ASSM member means. To some people, it means an awful lot and they seem happy to share it. These moments tend to swing towards the emotional and away from the informational, which doesn't interest me, but not everything at a conference has to be for me. From there, we went right into a session that I think is going to stick with people for a long time. Rachel Lambert presented "Equitable Systems of Mathematics," but it could have been named something like, "Special Education Mathematics Instruction is Broken." Rachel is a great presenter and a straight shooter, and the evidence she presented made it clear that this really isn't a problem inherent in individual educators, either in the regular math classroom or in special education settings. It's really the interaction of many interpersonal and systemic factors, not the least of which is a seemingly incompatible set of theoretical perspectives driving practices on the two sides.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-OSQZXkoBAac/YzE5jf_N7NI/AAAAAAABFnI/_33n440XqEIEzqRw6MLBhOn64DUGtdcXACNcBGAsYHQ/w640-h427/1664170378483296-5.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Shannon Olson (UT)<br /></td></tr></tbody></table><p></p><p>There's just a half day left of this year's ASSM Annual Meeting. It's gone by quickly and I think a lot of that comes from having such a tight program with high-quality sessions. And tomorrow's presenters aren't likely to be any different. Then it's on to Anaheim and NCSM.<br /></p>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comAvenue of the Arts, Costa Mesa, CA 92626, USA33.6911828 -117.88092075.3809489638211545 -153.0371707 62.001416636178845 -82.7246707tag:blogger.com,1999:blog-6686146528539402865.post-34841362299057859802022-09-24T23:00:00.003-06:002022-09-24T23:06:42.000-06:00Pondering Personal Assets: ASSM Day 2, Costa Mesa<p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-dMf8kKPrMTE/Yy_eY3830KI/AAAAAAABFls/uIQ9tBTKs7EWOFXcAcwuvC7oTTZvG1mBwCNcBGAsYHQ/w640-h427/1664081502235324-0.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">The 2022 ASSM group photo. (Thanks for the photo-taking assist, Ken Krehbiel!)<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://lh3.googleusercontent.com/-dMf8kKPrMTE/Yy_eY3830KI/AAAAAAABFls/uIQ9tBTKs7EWOFXcAcwuvC7oTTZvG1mBwCNcBGAsYHQ/s1600/1664081502235324-0.png" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p><span style="letter-spacing: 0.2px;">I was a little skeptical when we the program committee discussed possible themes for this year's ASSM Annual Meeting, mostly because I've been to a lot of good conferences where the theme began and ended with a single line on the cover of the program book. And they were still good conferences! But thankfully, the other members of the program committee were more optimistic than I was, and they came up with a theme that focused on asset-based perspectives. Not only that, but we tried to tweak the theme for each day and have sessions to match. The theme for today was </span><i style="letter-spacing: 0.2px;">personal assets</i><span style="letter-spacing: 0.2px;"> and we were on track right from the start. </span><br /></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-_RwLFjw-Azs/Yy_eXcIQqOI/AAAAAAABFlo/IEHZew7npasBhggz8FIE4jRNinBcSnNCACNcBGAsYHQ/w640-h427/1664081496112006-1.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Dr. Patrick Callahan of Math ANEX<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://lh3.googleusercontent.com/-_RwLFjw-Azs/Yy_eXcIQqOI/AAAAAAABFlo/IEHZew7npasBhggz8FIE4jRNinBcSnNCACNcBGAsYHQ/s1600/1664081496112006-1.png" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>Patrick Callahan gave a great session called, "Asset-based Assessments: Design and Systemic Impacts." Honestly, there's some low-hanging fruit here that works great for getting an audience of educators on the same page. The way we assess students -- with standardized and standardized-styled test, especially -- reflect deficit-based perspectives on what students know, or more accurately, <i>don't know</i>. Patrick had some really great examples, one of which was a composite area problem that could be solved by finding the sum of the area of two rectangles. When students get such a problem incorrect, and we don't look any further, we conclude students didn't learn. But when Patrick led us through a study of students' most common wrong answers, you got a much better idea of what students were bringing to the problem. Now, of course, nothing is perfect. Students who leave the answer blank or write "idk" still don't give you much to work with. But students who understand its a composite area problem but make a computational mistake are in a very different place than a student who multiplies all the dimensions together because they know when it comes to areas and rectangles, multiplying the length of the sides is how to get an answer. Along with some other helpful examples, Patrick helped us all think about better ways to use assessment results to focus on what students know, rather than what they don't.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-luNiX6ouvPA/Yy_eVyVrrpI/AAAAAAABFlk/R1UmGcRe4mQ6eSIZ-8d4htmILbVkwUxSwCNcBGAsYHQ/w640-h427/1664081492151547-2.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Assistant Secretary Roberto J. Rodriguez<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://lh3.googleusercontent.com/-luNiX6ouvPA/Yy_eVyVrrpI/AAAAAAABFlk/R1UmGcRe4mQ6eSIZ-8d4htmILbVkwUxSwCNcBGAsYHQ/s1600/1664081492151547-2.png" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>One of the perks of being in ASSM is that we bring in high-ranking people who understand our roles as state-level specialists who bridge the worlds of policy and practice. For this year's meeting, we were joined by Roberto J. Rodriguez, Assistant Secretary of Planning, Evaluation, and Policy Development at the U.S. Department of Education. He covered a number of different national priorities and challenges, such as improving teacher recruiting and retention, the impact of the latest NAEP scores, and how the current culture wars are distracting from the good work that's being done and more good work that needs to be done. ASSM members use these visits to help press the USDOE on some issues, like the need for fresh approaches to accountability post-NCLB and why PAEMST awardees don't get more recognition.<br /></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-zipI4GKR0QE/Yy_eU611yPI/AAAAAAABFlg/HbPVoLAcvIsDragoifkM1hEf3-sqP6yCwCNcBGAsYHQ/w640-h427/1664081487191525-3.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">NCSM President Paul Gray<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://lh3.googleusercontent.com/-zipI4GKR0QE/Yy_eU611yPI/AAAAAAABFlg/HbPVoLAcvIsDragoifkM1hEf3-sqP6yCwCNcBGAsYHQ/s1600/1664081487191525-3.png" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>We also received a visit from Trena Wilkerson, the president of NCTM, and Paul Gray, the president of NCSM. We got a sneak peek at an upcoming project that looks to build on the ideas of <i>Catalyzing Change</i>, and you can expect more to be shared as the week progresses and as work gets underway. We also got to see some of the new and upcoming publications coming from NCTM, and heard that they'll be refreshing their advocacy toolkit.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/-oQwQTU0CfrE/Yy_eTtKVa8I/AAAAAAABFlc/6mSaHr5lnDI8uOmpdzOO1AWgOLvZZxl9wCNcBGAsYHQ/w640-h427/1664081483084906-4.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">NCTM President Trena Wilkerson<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://lh3.googleusercontent.com/-oQwQTU0CfrE/Yy_eTtKVa8I/AAAAAAABFlc/6mSaHr5lnDI8uOmpdzOO1AWgOLvZZxl9wCNcBGAsYHQ/s1600/1664081483084906-4.png" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>Trena stuck around to deliver a second session, titled "Developing, Strengthening and Supporting Mathematics Instructional Systems Through Asset-Based Approaches." Again, fitting the theme for the day, we had time to listen, learn, and share with other members some of the ways we can recognize and build from the assets students bring to the classroom.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" height="427" src="https://lh3.googleusercontent.com/--WdlPHFD57s/Yy_eSJyxShI/AAAAAAABFlY/at9HR5P4Ts4Q73sj9f1NE7HhPIdJJiv2ACNcBGAsYHQ/w640-h427/1664081477836095-5.png" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Christine Koerner (OK) and Diana Kasbaum (WI)<br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;">
<a href="https://lh3.googleusercontent.com/--WdlPHFD57s/Yy_eSJyxShI/AAAAAAABFlY/at9HR5P4Ts4Q73sj9f1NE7HhPIdJJiv2ACNcBGAsYHQ/s1600/1664081477836095-5.png" style="margin-left: 1em; margin-right: 1em;">
</a>
</div><p></p><p>Lastly, we also took a few moments throughout the day to conduct ASSM business and reflect on our organization at 60 years old. Diana Kasbaum of Wisconsin shared some of her reflections, and Anne Mikesell of Ohio led an "In Memoriam" moment for a former member who passed last year. There's a timeline on the wall with some artifacts of annual meetings gone by, like copies of some old programs and other materials people gathered from past events. We each added ourselves to the timeline to mark when we each joined, and it's a skewed distribution, as you'd expect. I'm inching towards the veteran group at almost 7 years being a member, but that's a long way from the likes of Steve Leinwand and Cathy Seeley, who've been active for more than 30 years.<br /></p>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comAvenue of the Arts, Costa Mesa, CA 92626, USA33.6911828 -117.88092075.3809489638211545 -153.0371707 62.001416636178845 -82.7246707tag:blogger.com,1999:blog-6686146528539402865.post-16512833317002778422022-09-23T23:23:00.004-06:002022-09-24T21:40:53.743-06:00Back on the Conference Circuit: ASSM Day 1, Costa Mesa<div><div class="separator" style="clear: both; text-align: center;">
<a href="https://lh3.googleusercontent.com/-Py4f_yv9pjI/Yy6UPazQI2I/AAAAAAABFjI/uufMYGsE2MIVZolmq__0DIQBWeM-0nwAgCNcBGAsYHQ/s1600/1663996988423564-0.png" style="margin-left: 1em; margin-right: 1em;">
<img border="0" height="480" src="https://lh3.googleusercontent.com/-Py4f_yv9pjI/Yy6UPazQI2I/AAAAAAABFjI/uufMYGsE2MIVZolmq__0DIQBWeM-0nwAgCNcBGAsYHQ/w640-h480/1663996988423564-0.png" width="640" />
</a>
</div><br /></div>Do I remember how to do this? Both the traveling and the blogging?<div>I'm in Costa Mesa, California, for the first in my tripleheader of math education conferences, the Annual Meeting of the Association of State Supervisors of Mathematics. If you're not familiar with ASSM, that's okay. It's a small professional organization only open to people who have a job like mine, or to associate members who <i>used</i> to have a job like mine. For me, ASSM has the highest percentage of friendly faces and the most sympathetic ears of all the conferences I attend.</div><div> </div><div><div class="separator" style="clear: both; text-align: center;">
<a href="https://lh3.googleusercontent.com/-e9IyGUPKGr4/Yy6UOwFDPnI/AAAAAAABFjE/TY3S7b9gIB8I8L6VsXYjzVMrJFBs6L5yQCNcBGAsYHQ/s1600/1663996985702385-1.png" style="margin-left: 1em; margin-right: 1em;">
<img border="0" height="480" src="https://lh3.googleusercontent.com/-e9IyGUPKGr4/Yy6UOwFDPnI/AAAAAAABFjE/TY3S7b9gIB8I8L6VsXYjzVMrJFBs6L5yQCNcBGAsYHQ/w640-h480/1663996985702385-1.png" width="640" />
</a>
</div><span style="letter-spacing: 0.2px;"><br /></span></div><div><span style="letter-spacing: 0.2px;">It was a challenging travel day. Security lines at Denver International Airport wrapped around the building, then our plane broke and we had to get a replacement crew. We finally were in the air after a 2.5-hour delay. Then I single-handedly battled California car culture by walking from the airport to the hotel. Navigating away from the airport on foot was a bit tricky and I admit there's not much beauty in walking alongside 10 lanes of traffic, but I'm glad I did it. If nothing else, it's a good way to get in lots of steps and it helped me deal with the carbon on my conscience after a flight.</span></div><div><span style="letter-spacing: 0.2px;"> </span><br /></div><div><div class="separator" style="clear: both; text-align: center;">
<a href="https://lh3.googleusercontent.com/-rue8yT34oJA/Yy6UOJAslGI/AAAAAAABFjA/Bgku8iDlaQo-GsIHWclKGJR37BBcxQl0QCNcBGAsYHQ/s1600/1663996983686686-2.png" style="margin-left: 1em; margin-right: 1em;">
<img border="0" height="610" src="https://lh3.googleusercontent.com/-rue8yT34oJA/Yy6UOJAslGI/AAAAAAABFjA/Bgku8iDlaQo-GsIHWclKGJR37BBcxQl0QCNcBGAsYHQ/w640-h610/1663996983686686-2.png" width="640" />
</a>
</div><br /></div><div>With the delays, I missed the first half of the opening session of the ASSM meeting. When I got there, Steve Leinwand and Cathy Seeley were holding court, sharing stories from their many years of membership in ASSM, and sharing wisdom about what we can get from our time in ASSM and what opportunities we have to pay it forward. ASSM turns 60 this year and I enjoy math ed history, so I hope to hear more tales before the weekend is done.</div>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comAvenue of the Arts, Costa Mesa, CA 92626, USA33.6911828 -117.88092075.3809489638211545 -153.0371707 62.001416636178845 -82.7246707tag:blogger.com,1999:blog-6686146528539402865.post-11670411864303772302022-05-17T20:10:00.000-06:002022-05-17T20:10:25.445-06:00Announcing announce@list.mathed.net<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-Ob0dtlc3tvDYZcUdzixRY4rA91X8DGJ-8XdwDTgXFAXc7GnMw3NpZexZ3VuZRT1aH-hzJ7a0u8LjeliJ4UCHltoGWP6DD3SZ5yUrmFYUA8oC7KROQCLvnVBBKOUfGOB6NRIY1vog-s-KbpRqPJgGe5H3y0S---mHRlfdXcb24bo-t9q5iRP-3VBLKw/s3501/2022-05-17_jerrybecker_email.jpg" style="display: block; padding: 1em 0px; text-align: center;"><img alt="" border="0" data-original-height="2334" data-original-width="3501" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-Ob0dtlc3tvDYZcUdzixRY4rA91X8DGJ-8XdwDTgXFAXc7GnMw3NpZexZ3VuZRT1aH-hzJ7a0u8LjeliJ4UCHltoGWP6DD3SZ5yUrmFYUA8oC7KROQCLvnVBBKOUfGOB6NRIY1vog-s-KbpRqPJgGe5H3y0S---mHRlfdXcb24bo-t9q5iRP-3VBLKw/s600/2022-05-17_jerrybecker_email.jpg" width="600" /></a></div>
<p style="text-align: center;"></p><blockquote><i></i><blockquote><blockquote><i>"Maybe someday you could continue Jerry Becker's email listserv." --David Webb, circa 2015</i></blockquote></blockquote><i></i></blockquote><p></p><p style="text-align: left;"><a href="https://www.crainsonline.com/obituaries/Dr-Jerry-P-Becker/" target="_blank">Dr. Jerry Becker died on April 16 at the age of 85</a>, leaving behind his wife, three children, many grandchildren and great-grandchildren, and a very useful set of email listservs. By way of my Ph.D., Dr. Becker is an academic great-uncle of mine, although I never had the pleasure of meeting him. I can't pretend to fill his shoes, but there is something I can do to continue in his tradition by providing a service similar to what he offered for so many years.</p><p style="text-align: left;">Today I'm announcing <b>announce@list.mathed.net</b>. (<a href="https://list.mathed.net/mailman/listinfo/announce" target="_blank">Self-subscribe here.</a>) It's an email distribution list to share the kinds of things people used to share through Dr. Becker: job openings, conference announcements, requests for articles for journal issues, and other items of interest to the mathematics education community. Instead of sending items to me, subscribers to the list can email the list address directly and I'll moderate items along that appear legitimate and useful. I'll tweak things along the way and, if there's demand for additional lists or services, I can consider offering them. The service is provided by an international <a href="http://list.org/" target="_blank">GNU Mailman</a> host. The software isn't flashy, but it works and isn't going anywhere. I may not live to 85 to keep hosting the list like Dr. Becker did, but I'll stick around as long as I can and I won't be surprised if Mailman sticks around that long, too.<br /></p><p style="text-align: left;">So who am I and why am I doing this? I'm the mathematics specialist at the Colorado Department of Education, and prior to that I was a high school math teacher and a Ph.D. student at CU Boulder. Regardless if I was working in practice, research, or policy, I've been interested in the organization of education communities and how they communicate ideas. This includes professional organizations, Twitter, the Global Math Department, and forums like MyNCTM. Under the <a href="http://mathed.net">mathed.net</a> domain, I've blogged and maintained a <a href="https://mathed.net/wiki" target="_blank">wiki</a>, and at one time spun up an experimental instance of a social network using <a href="https://gnusocial.network/" target="_blank">free software</a>. In my current role with CDE I operate the <a href="https://www.cde.state.co.us/comath/updates" target="_blank">CoMath listserv</a>, which has been in existence since 1995, and I help edit the <a href="https://digscholarship.unco.edu/cmt/" target="_blank"><i>Colorado Mathematics Teacher</i></a> journal. My advisor, David Webb, made the comment above somewhat offhandedly partway through my graduate school experience and it's stuck in my head ever since. Dr. Becker didn't leave his listservs to a successor, and the subscription lists they contained are (as they should be) the private information of his university. But that doesn't mean we can't try starting anew to continue the old.<br /></p><p style="text-align: left;">I've long believed that if mathematics teachers and educators are going to all be part of a professional community, it's going to take many different related sub-communities in many different forms, using different technologies, membership structures, languages, and different target audiences. We're too numerous to all huddle under one hashtag, and too smart to think that our ideas could—or should—fit in one place. Maybe others will start email list services of their own to meet a particular need, or find other ways to communicate. That would be excellent. The more the merrier. We all have a part in this, and my next part is to moderate a new email list. So if you have something to share, or need to have things shared with you, I'll be at announce@list.mathed.net waiting for you to <a href="https://list.mathed.net/mailman/listinfo/announce" target="_blank">subscribe</a> and post your messages.<br /></p>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comBroomfield, CO, USA39.9205411 -105.086650411.610307263821156 -140.2429004 68.230774936178847 -69.9304004tag:blogger.com,1999:blog-6686146528539402865.post-28733122766113228272021-05-01T19:53:00.006-06:002021-05-01T20:11:39.700-06:00Update: The nomination for Elizabeth Fennema's NCTM Lifetime Achievement Award has been submitted!<p>The materials for Elizabeth Fennema's nomination for an NCTM Lifetime Achievement Award have been submitted! When I started this a few weeks ago (see my <a href="https://blog.mathed.net/2021/04/lets-get-elizabeth-fennema-nctm.html">previous post</a>), I really didn't know how much support I'd get. But do you know what? I found out that if you mention Fennema's name in the subject of your email, her collaborators and colleagues will reply, write letters, share petitions, and tell you stories. So I must thank Megan Franke, Jodean Grunow, Janice Gratch (with help from early CGI study teachers!), Linda Levi, and Walter Secada for writing five wonderful letters of recommendation. And I also need to thank David Webb, Meg Meyer, and Diana Kasbaum for helping to connect me with these generous friends of Elizabeth's, and to thank Farshid Safi for providing a list of Fennema's doctoral students. I didn't ask the letter writers for permission to share their letters to the world, but I'm posting the rest of the nomination materials below. We ended up with 276 co-signers of the nomination, including previous NCTM Lifetime Awardees Johnny Lott, Ed Dickey, Ed Silver, Frank Lester, Judith Jacobs, Douglas Grouws, Shirley Frye, and Mary Lindquist. Signatures were still coming in when I finalized the letter, so my apologies if you signed late today and your name didn't get included by the time I needed to email the nomination to NCTM. (I see you, Cathy Seeley!)<br /></p>
<p></p>
<div class="separator" style="float: left;"><a href="https://1.bp.blogspot.com/-pqJXRRrofes/YI4At_34vyI/AAAAAAAA_7U/rWzF0Rg2a_8XV6TYyOL8IVkLvgfxvECNACLcBGAsYHQ/s1650/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_01.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2200" data-original-width="1700" height="200" src="https://1.bp.blogspot.com/-pqJXRRrofes/YI4At_34vyI/AAAAAAAA_7U/rWzF0Rg2a_8XV6TYyOL8IVkLvgfxvECNACLcBGAsYHQ/w156-h200/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_01.jpg" width="156" /></a></div>
<br />
<div class="separator" style="float: left;"><a href="https://1.bp.blogspot.com/-6eGWTkXdT00/YI4AxBrK7FI/AAAAAAAA_7c/9HG7uuJ01twhD3uiaJQhwB5HmMWnvrPggCLcBGAsYHQ/s2200/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_02.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2200" data-original-width="1700" height="200" src="https://1.bp.blogspot.com/-6eGWTkXdT00/YI4AxBrK7FI/AAAAAAAA_7c/9HG7uuJ01twhD3uiaJQhwB5HmMWnvrPggCLcBGAsYHQ/s320/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_02.jpg" /></a></div>
<br />
<div class="separator" style="float: left;"><a href="https://1.bp.blogspot.com/-PTTC10xapt8/YI4AxI8LVQI/AAAAAAAA_7Y/m6Z0tUmr1XU6E9FI98vQYDPpUNOgEj1bgCLcBGAsYHQ/s1650/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_03.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2200" data-original-width="1700" height="200" src="https://1.bp.blogspot.com/-PTTC10xapt8/YI4AxI8LVQI/AAAAAAAA_7Y/m6Z0tUmr1XU6E9FI98vQYDPpUNOgEj1bgCLcBGAsYHQ/s320/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_03.jpg" /></a></div>
<br />
<div class="separator" style="float: left;"><a href="https://1.bp.blogspot.com/-u5qThPCiqBw/YI4AxYcmW9I/AAAAAAAA_7g/8xgsVah0d44bn4dTOwd1rCnnm3P5e1z1QCLcBGAsYHQ/s2200/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_04.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2200" data-original-width="1700" height="200" src="https://1.bp.blogspot.com/-u5qThPCiqBw/YI4AxYcmW9I/AAAAAAAA_7g/8xgsVah0d44bn4dTOwd1rCnnm3P5e1z1QCLcBGAsYHQ/s320/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_04.jpg" /></a></div>
<br />
<div class="separator" style="float: left;"><a href="https://1.bp.blogspot.com/-TNEhKoPv__Y/YI4AxsClP1I/AAAAAAAA_7k/ceyao-VwR5k9MPI7vR4rYfLx9uycH0W5QCLcBGAsYHQ/s2200/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_05.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2200" data-original-width="1700" height="200" src="https://1.bp.blogspot.com/-TNEhKoPv__Y/YI4AxsClP1I/AAAAAAAA_7k/ceyao-VwR5k9MPI7vR4rYfLx9uycH0W5QCLcBGAsYHQ/s320/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_05.jpg" /></a></div>
<br />
<div class="separator" style="float: left;"><a href="https://1.bp.blogspot.com/-xp9qMvzyB1c/YI4AxyfEoOI/AAAAAAAA_7o/tTkItyttnLIJxhofOyZtSIfrHlczB06CQCLcBGAsYHQ/s2200/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_06.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2200" data-original-width="1700" height="200" src="https://1.bp.blogspot.com/-xp9qMvzyB1c/YI4AxyfEoOI/AAAAAAAA_7o/tTkItyttnLIJxhofOyZtSIfrHlczB06CQCLcBGAsYHQ/s320/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_06.jpg" /></a></div>
<br />
<div class="separator" style="float: left;"><a href="https://1.bp.blogspot.com/-Rby7vn937oo/YI4Ayam2isI/AAAAAAAA_7s/H5rSrkf0LMYsgHcVRGEdZh9Is89I-5Q8gCLcBGAsYHQ/s2200/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_07.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2200" data-original-width="1700" height="200" src="https://1.bp.blogspot.com/-Rby7vn937oo/YI4Ayam2isI/AAAAAAAA_7s/H5rSrkf0LMYsgHcVRGEdZh9Is89I-5Q8gCLcBGAsYHQ/s320/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_07.jpg" /></a></div>
<br />
<div class="separator" style="float: left;"><a href="https://1.bp.blogspot.com/-VIL4cVX0BXE/YI4AyyLCCOI/AAAAAAAA_7w/I4G29rquTokumgMbWRRywRNj4Yih5EZugCLcBGAsYHQ/s2200/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_08.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2200" data-original-width="1700" height="200" src="https://1.bp.blogspot.com/-VIL4cVX0BXE/YI4AyyLCCOI/AAAAAAAA_7w/I4G29rquTokumgMbWRRywRNj4Yih5EZugCLcBGAsYHQ/s320/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_08.jpg" /></a></div>
<br />
<div class="separator" style="float: left;"><a href="https://1.bp.blogspot.com/-X8B0Dgvzllo/YI4AzQTyEaI/AAAAAAAA_70/AqAK7YAadk8u2zZcX1z_4aiuiGPLveC9wCLcBGAsYHQ/s2200/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_09.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2200" data-original-width="1700" height="200" src="https://1.bp.blogspot.com/-X8B0Dgvzllo/YI4AzQTyEaI/AAAAAAAA_70/AqAK7YAadk8u2zZcX1z_4aiuiGPLveC9wCLcBGAsYHQ/s320/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_09.jpg" /></a></div>
<br />
<div class="separator" style="float: left;"><a href="https://1.bp.blogspot.com/-RD9qNG5I7QQ/YI4AzxRfM8I/AAAAAAAA_74/8urCS3aXTpgx4pajRDHKU8jRY4qNqkoZgCLcBGAsYHQ/s2200/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_10.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2200" data-original-width="1700" height="200" src="https://1.bp.blogspot.com/-RD9qNG5I7QQ/YI4AzxRfM8I/AAAAAAAA_74/8urCS3aXTpgx4pajRDHKU8jRY4qNqkoZgCLcBGAsYHQ/s320/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_10.jpg" /></a></div>
<br />
<div class="separator" style="float: left;"><a href="https://1.bp.blogspot.com/-4g-_21E8HTY/YI4A0USFaII/AAAAAAAA_78/z8DLwVV3LfUmbHDCJ46p7sa6KN2fmel3ACLcBGAsYHQ/s2200/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_11.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2200" data-original-width="1700" height="200" src="https://1.bp.blogspot.com/-4g-_21E8HTY/YI4A0USFaII/AAAAAAAA_78/z8DLwVV3LfUmbHDCJ46p7sa6KN2fmel3ACLcBGAsYHQ/s320/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_11.jpg" /></a></div>
<br />
<div class="separator" style="float: left;"><a href="https://1.bp.blogspot.com/-jkUN6ckrk-c/YI4A09ixa3I/AAAAAAAA_8A/Ufw0FjZTb38wq3lc-cF9-HgRY4J65hJZwCLcBGAsYHQ/s2200/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_12.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2200" data-original-width="1700" height="200" src="https://1.bp.blogspot.com/-jkUN6ckrk-c/YI4A09ixa3I/AAAAAAAA_8A/Ufw0FjZTb38wq3lc-cF9-HgRY4J65hJZwCLcBGAsYHQ/s320/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_12.jpg" /></a></div>
<br />
<div class="separator" style="float: left;"><a href="https://1.bp.blogspot.com/-8cDM3h9NaMo/YI4A1bKRE-I/AAAAAAAA_8E/vutRsqn8mxsxED0_K77xOBX-1kD9oAK-QCLcBGAsYHQ/s2200/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_13.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2200" data-original-width="1700" height="200" src="https://1.bp.blogspot.com/-8cDM3h9NaMo/YI4A1bKRE-I/AAAAAAAA_8E/vutRsqn8mxsxED0_K77xOBX-1kD9oAK-QCLcBGAsYHQ/s320/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_13.jpg" /></a></div>
<br />
<div class="separator" style="float: left;"><a href="https://1.bp.blogspot.com/-4VlcsOBB8m4/YI4A16GaT2I/AAAAAAAA_8I/cRtTIyfhlzEy-Z3vtZ_Ed8dTKbemZ5KaQCLcBGAsYHQ/s2200/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_14.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2200" data-original-width="1700" height="200" src="https://1.bp.blogspot.com/-4VlcsOBB8m4/YI4A16GaT2I/AAAAAAAA_8I/cRtTIyfhlzEy-Z3vtZ_Ed8dTKbemZ5KaQCLcBGAsYHQ/s320/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_14.jpg" /></a></div>
<br />
<div class="separator" style="float: left;"><a href="https://1.bp.blogspot.com/-wTDWbV6tGtI/YI4A2bTyHmI/AAAAAAAA_8M/l1_BECKp3-gYjeuRTtOGM3crMFLfev_KgCLcBGAsYHQ/s2200/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_15.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2200" data-original-width="1700" height="200" src="https://1.bp.blogspot.com/-wTDWbV6tGtI/YI4A2bTyHmI/AAAAAAAA_8M/l1_BECKp3-gYjeuRTtOGM3crMFLfev_KgCLcBGAsYHQ/s320/NCTM%2BFennema%2Bnomination%2B-%2Bedited_Page_15.jpg" /></a></div>
<br />
<br /><p></p>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comBroomfield, CO, USA39.9205411 -105.086650411.610307263821156 -140.2429004 68.230774936178847 -69.9304004tag:blogger.com,1999:blog-6686146528539402865.post-1768083552779074102021-04-11T20:03:00.003-06:002021-04-11T20:40:33.956-06:00Let's Get Elizabeth Fennema an NCTM Lifetime Achievement Award<p></p><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-5jGXGUw9iog/YHOo2fGbufI/AAAAAAAA_yA/yo8aAfexXosXiu78OrKSwCPTeq4-M5ncwCLcBGAsYHQ/s326/fennema.jpg" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="326" data-original-width="270" height="320" src="https://1.bp.blogspot.com/-5jGXGUw9iog/YHOo2fGbufI/AAAAAAAA_yA/yo8aAfexXosXiu78OrKSwCPTeq4-M5ncwCLcBGAsYHQ/w266-h320/fennema.jpg" width="266" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Elizabeth Fennema<br /></td></tr></tbody></table>I've never met Elizabeth Fennema and she retired long ago. But I know her body of work, and I believe she's conspicuously absent from NCTM's list of Lifetime Achievement Award winners. I've mentioned this on Twitter in the past in the hopes that someone who worked with her would snap to action, but this year I'm taking matters into my own hands and coordinating a nomination. And I'm giving you a chance to help me.<p></p><p>I'm assembling <a href="https://docs.google.com/document/d/1CjhdUNLjL7_mpNX8FA5gLciOoNBYrhQipZsCLgXkFoY/edit?usp=sharing" target="_blank">a letter of nomination and resume in a Google Doc</a> that is open to public comments. Beyond this, I need up to 5 letters of recommendations. If you want to write one of the letters, let me know at raymond@mathed.net. I'll be recruiting a few potential letter writers personally, but will take any help people wish to offer. I encourage you to <a href="http://chng.it/dqNYtBHrbJ" target="_blank">sign this petition</a> in support of her nomination, and I'll collect names from this petition and include them as co-signers of the letter of nomination.<br /></p><p>If you don't know Elizabeth Fennema or why she deserves an NCTM Lifetime Achievement Award, keep reading for a short biography of her below. You can also read her biographies on <a href="https://en.wikipedia.org/wiki/Elizabeth_Fennema" target="_blank">Wikipedia</a> and the <a href="https://mathshistory.st-andrews.ac.uk/Biographies/Fennema/" target="_blank">University of St. Andrews</a>. And don't forget to review and contribute to the <a href="https://docs.google.com/document/d/1CjhdUNLjL7_mpNX8FA5gLciOoNBYrhQipZsCLgXkFoY/edit?usp=sharing" target="_blank">letter of nomination, resume</a> and <a href="http://chng.it/dqNYtBHrbJ" target="_blank">petition</a>.<br /></p><h2 style="text-align: left;">Elizabeth Fennema Biography:</h2><p>Elizabeth Fennema is an Emerita Professor of Curriculum and Instruction at the University of Wisconsin-Madison. Her active career in mathematics spanned about 40 years, starting as a graduate student at UW-Madison in the 1960s, then as a faculty member until the mid-90s, then continuing in retirement as an emerita professor.<br /><br />Fennema is known for two field-changing bodies of work, either of which alone would be worthy of lasting recognition. First is her work about gender in mathematics. After publishing a review of gender differences literature in JRME in 1974, she teamed with Julia Sherman to produce what are now known as the Fennema-Sherman studies. With methodological rigor and new measurement tools (the Fennema-Sherman Scales), the pair redefined knowledge and perspectives on the intersection between gender and achievement in mathematics, showing that under-performance by females was sociocultural in nature and a function of opportunity, and not due to differences in biology.<br /><br />In the 1980s, Fennema combined with Thomas Carpenter and others for another grand body of work, now known as <i>Cognitively Guided Instruction</i> and summarized for teachers in the book <i>Children’s Mathematics</i>. The research program was a model for applying new theories of constructivism to children’s mathematics learning, and took equally seriously the development of professional development to empower teachers to use their findings to improve elementary mathematics education. Few, if any, mathematics research programs to date have been as comprehensive, rigorous, and beneficial to the field of mathematics education as CGI.<br /><br />NCTM’s book Classics in Mathematics Education Research (2004) contains articles representing both of these bodies of work (Fennema & Sherman, 1977; Carpenter, Fennema, Peterson, Chiang, & Loef, 1989), making Elizabeth Fennema the only author with two articles recognized as classics in mathematics education. According to citation counts in Google Scholar, Fennema has authored 7 articles or books that have been cited over 1000 times. Searching the JSTOR archives of the Journal for Research in Mathematics Education for “Fennema” yields 431 results, putting her ahead of her contemporaries Thomas Romberg (332 results) and Douglas Grouws (379 results), both NCTM Lifetime Achievement Award recipients. Fennema served NCTM as the chair of the Research Advisory Committee in the late 1970s and was on the JRME editorial panel from 1977-1979, in addition to editing a number of books co-published by the council in the 1980s and 1990s. Fennema has been awarded for her work by the American Educational Research Association and the Association for Women in Mathematics Education, holds an honorary doctorate from Mount Mary College, and was named a member of the National Academy of Education in 1997.<br /></p>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comBroomfield, CO, USA39.9205411 -105.086650411.610307263821156 -140.2429004 68.230774936178847 -69.9304004tag:blogger.com,1999:blog-6686146528539402865.post-66834726221758632802020-08-07T16:05:00.006-06:002020-08-07T16:19:59.425-06:00Coherence Gap Spreadsheet<p>I'm overdue in getting this out into the wider world, but I've developed a spreadsheet that incorporates all the coherence connections found in the <a href="https://achievethecore.org/coherence-map/" target="_blank">Coherence Map</a> and adds to that instructional time data about how many lessons and hours a math curriculum spends on each standard. Yeah, it's a lot. But as I talked to math teachers and leaders at the end of last spring, I felt there were a lack of tools available that incorporated both coherence and instructional time, and my solution was a big Excel workbook with lots and lots of rows of lesson data, some long VLOOKUP formulas, and some conditional formatting to make the results readable. If you geek out over spreadsheets and math curriculum planning, I think you'll like it.</p><div class="separator" style="clear: both;"><a href="https://1.bp.blogspot.com/-jlTupFjBT64/Xy3LN0cj9hI/AAAAAAAA99U/huSg13L5KzY6FRjan4L9IEGVHie9okDiwCLcBGAsYHQ/s1579/coherence_gap_screenshot.png" style="display: block; padding: 1em 0px;"><img border="0" data-original-height="1133" data-original-width="1579" src="https://1.bp.blogspot.com/-jlTupFjBT64/Xy3LN0cj9hI/AAAAAAAA99U/huSg13L5KzY6FRjan4L9IEGVHie9okDiwCLcBGAsYHQ/s640/coherence_gap_screenshot.png" width="640" /></a></div><p>The lesson data comes from EngageNY for K-5 and Illustrative Mathematics for Grades 6 through Algebra 2. I didn't have any special preference for one set of curriculum materials over any other (and neither does the State of Colorado), but both of these are open educational resources with lesson alignments and time estimates, so I used them. You can substitute time data in for whatever materials you'd like, but be warned that you're looking at 3500+ rows of data, so either bring a team of people with you or learn to write some code that scrapes data from publishers' websites and formats it for you. (I chose the latter.)</p><p>With the help of a pivot table and some lookup functions, what this spreadsheet allows you to do is indicate some percentage of coverage you thought each standard has gotten (if making sense of past curriculum decisions) or will get (if planning for future curriculum decisions). In return, the spreadsheet reports back to you how much instruction for each standard is left unfinished, and how much future instruction (following arrows in the Coherence Map) might be at risk. Just be mindful that the spreadsheet is like a lot of models—wrong, but possibly useful. The instructional time estimates might be flawed, not everything aligns as neatly as I'd like, the data may not really reflect your materials or pacing, and the crude way the coverage formulas work might just be wrong. So if it gives you some data that you just know is flawed, then maybe it is. But if you're patient with it, and you aren't afraid to look beyond the conditional formatting color scheme and dig more deeply into why instructional time is allocated where it is, then I think this spreadsheet can give you something to work with as you make decisions about your curriculum planning.</p><p>This was one of my on-the-job projects as math specialist for the Colorado Department of Education, so CDE is hosting the spreadsheet itself. Head on over to the <a href="http://www.cde.state.co.us/comath/coherencegap" target="_blank">Coherence Gap Spreadsheet</a> page to download the latest version of the file. I also urge you to watch the tutorial video, which I'll also embed here. I kept it as short as I could at 12 minutes, and if you're already familiar with the Coherence Map you can skip the first 2:00.</p>
<p><iframe allow="autoplay; fullscreen" allowfullscreen="" frameborder="0" height="360" src="https://player.vimeo.com/video/445632462?title=0&byline=0&portrait=0" width="640"></iframe></p>
<p>If you have any questions about the spreadsheet, please let me know. And if you modify the spreadsheet to make it better or more inclusive of more curriculum materials, I'd really like to know about that, too.</p>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comBroomfield, CO, USA39.9205411 -105.086650411.610307263821156 -140.2429004 68.230774936178847 -69.9304004tag:blogger.com,1999:blog-6686146528539402865.post-10474202895110293772019-01-04T15:18:00.001-07:002019-01-04T15:18:58.695-07:00This Week in Math Ed: January 4, 2019I'm back! I'll remember 2018 for finishing two enormous projects: The revision of the Colorado Academic Standards (where I had a hand in all 12 content areas, not just mathematics) and the completion of my dissertation and my Ph.D. It really became necessary to set aside this blog (and a whole lot of other things) to get those done. When 2019 is over, I hope to remember it as the year life resumed some sense of normalcy.<br />
<br />
I'm going to make some tweaks to my previous TWiME format. Most notably, I'm not going to apply more editorial discretion instead of simply resharing whatever happened to be the most popular link on Twitter each day. Sometimes what is popular isn't what's best, and what we see on the internet is already controlled by enough half-baked algorithms without me, a human, trying to act like a half-baked algorithm myself. If you want raw data about what's popular, you can look the same place I look, <a href="https://nuzzel.com/MathEdnet/mathed">my Nuzzel feed for my MathEd Twitter list</a>. I think I'll also allow myself more flexibility week-to-week instead of thinking I need a certain amount of research, news, events, etc. in each post. With that said, let's get on to it, shall we?<br />
<h2 id="math-ed-said">
Math Ed Said</h2>
As a preservice teacher, my advisor, <a href="http://blog.mathed.net/2012/01/bonnie-h-litwiller-1937-2012.html">Bonnie Litwiller</a>, told us to read decimal numbers properly, i.e., read "5.43" as "five and forty-three hundredths." I'm a stickler about a lot of mathematical language, but I wasn't sold on this one. <b><a href="https://twitter.com/saravdwerf">Sara Van Der Werf's</a></b> post, "<a href="https://saravanderwerf.com/2018/12/30/small-change-big-difference-part-1-why-you-should-eliminate-point-from-your-vocabulary/">Small Change, Big Difference part 1. Why you should eliminate ‘POINT’ from your vocabulary</a>" made me rethink my position about this because it makes such a compelling argument for how our language helps students build their understanding of place value and the base-10 number system.<br />
<br />
<b><a href="https://twitter.com/georgewoodbury/">George Woodbury</a></b> read a lot of books last year and summarized the best in the post "<a href="http://www.georgewoodbury.com/blogarithm/?p=389">Top 5 Education Books I Read Last Year</a>". George seems to like reading about student learning and most of the books on this list were new to me.<br />
<br />
<b><a href="https://www.twitter.com/MathletePearce">Kyle Pearce</a></b> and <b><a href="https://twitter.com/MrOrr_geek">Jon Orr</a></b> have a podcast? When did this start? Less than a month ago, it turns out, so if you're just finding out now, like me, you haven't missed very much. It's called "<a href="http://makemathmoments.com/podcast/">Making Math Moments that Matter</a>" and the first few episodes have focused on curiousity, sensemaking, and mentoring.<br />
<h2 id="get-involved">
Get Involved</h2>
On <b>Tuesday, January 8</b>, <a href="https://twitter.com/Vaughn_trapped">Sara Vaughn</a>, <a href="https://twitter.com/martinsean">Martin Joyce</a>, <a href="https://twitter.com/mrsstipemath">Morgan Stipe</a>, and <a href="https://twitter.com/jenarberg">Jen Arberg</a> will lead the <a href="https://www.bigmarker.com/GlobalMathDept">Global Math Department</a> with <a href="https://www.bigmarker.com/GlobalMathDept/True-Talk-with-the-Gurus-of-Open-Up-Resources-6-8-Math">a discussion of their experiences with the Open Up Resources 6-8 math curriculum</a>.<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://2.bp.blogspot.com/-fS7uGWUGY20/XC_bR8sldvI/AAAAAAAAzU0/RgklROjWgSEU-M-HcYpghL5m7325LU7sgCLcBGAs/s1600/33700657110_e7bc369371_k.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1070" data-original-width="1600" height="214" src="https://2.bp.blogspot.com/-fS7uGWUGY20/XC_bR8sldvI/AAAAAAAAzU0/RgklROjWgSEU-M-HcYpghL5m7325LU7sgCLcBGAs/s320/33700657110_e7bc369371_k.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Dr. Robert Berry, NCTM President</i></td></tr>
</tbody></table>
<a href="https://twitter.com/robertqberry">Dr. Robert Berry</a>, President of NCTM, will hold a President's Message webinar on <b>Wednesday, January 9</b> at 7pm EST. <a href="https://events-na7.adobeconnect.com/content/connect/c1/1148550388/en/events/event/shared/default_template/event_registration.html?connect-session=na7breezqt5edprvb2gcnomo&sco-id=1999752452&_charset_=utf-8">Register now</a> to attend. While you're at it, check out NCTM's <a href="https://www.nctm.org/Conferences-and-Professional-Development/Webinars-and-Webcasts/">webinar archives</a> to see what else you might have missed.<br />
<br />
The first <a href="https://twitter.com/hashtag/TCMchat">#TCMchat</a> of 2019 will be <b>Wednesday, January 9</b> at 9pm EST. The topic will be the article "<a href="https://www.nctm.org/Publications/Teaching-Children-Mathematics/2019/Vol25/Issue4/%E2%80%9CSliding%E2%80%9D-into-an-Equitable-Lesson/">'Sliding' into an Equitable Lesson</a>" by Kelley Buchheister, Christa Jackson, and Cynthia Taylor.<br />
The application deadline for the <a href="https://www.ias.edu/pcmi/tlpapply">Teacher Leadership Program at the IAS/Park City Mathematics Institute (PCMI)</a> is <b>Tuesday, January 15</b>. This is a professional development program best suited for teachers of grades 5-12. Teachers of lower grades may apply but should be aware of the emphasis on mathematics in the program. Applicants to TLP must spend at least 50% of their time as classroom teachers. You'll need a resume and reference letters, so don't put off your application until the last minute! To learn more, you can go to <a href="https://www.ias.edu/pcmi/tlpapply">the website</a> and you may want to review <a href="https://www.bigmarker.com/GlobalMathDept/Park-City-Mathematics-Institute-Teacher-Leadership-Program">this Global Math Department session from last month</a>.<br />
<br />
The <a href="https://www.paemst.org/">PAEMST</a> application cycle is open! Outstanding grade 7-12 teachers of mathematics, science, computer science, technology, and engineering can be nominated any time before <b>March 1, 2019</b>. Those teachers accepting their nomination have until <b>May 1, 2019</b> to submit a completed application.<br />
<br />
Are you interested in becoming a reviewer for <a href="http://www.edreports.org/">EdReports.org</a>? If so, you can <a href="http://www.edreports.org/about/reviewers">apply now on their website</a>.<br />
<h2 id="math-ed-in-colorado">
Math Ed in Colorado</h2>
Celebrate <b>Teacher Appreciation Day</b> with the Buffs and a basketball game on <b>Thursday, January 10th</b>! CU Boulder alums and friends of the School of Education are <a href="https://calendar.colorado.edu/event/teacher_appreciation_day_with_the_buffs_4857">invited to a pre-game reception and can get discounted tickets to the basketball game</a>.<br />
<br />
<b>Math on the "Planes"</b> is coming February 22-23! This year's facilitator is Steve Leinwand and the event will be held in Adams 12. <a href="http://cocld.org/">You can register on the CCLD website</a> and those needing a scholarship to cover registration costs are encouraged to apply through the <a href="http://mikkelsonfoundation.org/teachers.html">Mikkelson Mathematics and Science Scholarship Fund</a>. The deadline for scholarship applications is <b>January 18, 2019</b>.Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comDenver, CO, USA39.7392358 -104.99025139.3486558 -105.635698 40.1298158 -104.344804tag:blogger.com,1999:blog-6686146528539402865.post-26187295600800852932018-09-20T09:59:00.002-06:002018-09-20T09:59:48.094-06:00RME 6: Opening Keynote - Moving from Disowning to Owning Realistic Mathematics Education<br />
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
Frank Eade, Ministry
of Education, Cayman Islands</div>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
David Webb, School
of Education, University of Colorado Boulder</div>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
<br /></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-F_81-6bBPd4/W6PCJSfcDSI/AAAAAAAAxHs/srIAxbYNF0wG41leFqVABNAABRsj9WLxACEwYBhgL/s1600/DSC05996.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1070" data-original-width="1600" height="266" src="https://3.bp.blogspot.com/-F_81-6bBPd4/W6PCJSfcDSI/AAAAAAAAxHs/srIAxbYNF0wG41leFqVABNAABRsj9WLxACEwYBhgL/s400/DSC05996.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Frank Eade</td></tr>
</tbody></table>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
The point of this
keynote was to describe Realistic Mathematics Education from the experience of
two of its strongest proponents, Frank Eade of the Cayman Islands and David
Webb of the United States. With Grand Cayman as a new location for this
conference, and many educators coming to an RME conference for the first time,
the keynote was designed to describe experiences that any math teacher could
relate to.</div>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
<br /></div>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
Frank described his
early experiences as a math teacher in the UK. There were influences of New
Math from the US, and a sense that things could be changing, but the
expectation was to teach traditionally. David's early experiences as a teacher,
teaching high school in 1980s Los Angeles, was that instruction was largely
teacher-oriented. People talked about group work, but not without much of a
sense of purpose. People focused on procedure and problem solving only came at
the end after the procedures had been learned.</div>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
<br /></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://4.bp.blogspot.com/-VlVi850nFYk/W6PCOHeEF-I/AAAAAAAAxH8/VS-9GYsB1CQqKQDpsEVefYOn_c7ZmsPQwCEwYBhgL/s1600/DSC05994.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1070" data-original-width="1600" height="266" src="https://4.bp.blogspot.com/-VlVi850nFYk/W6PCOHeEF-I/AAAAAAAAxH8/VS-9GYsB1CQqKQDpsEVefYOn_c7ZmsPQwCEwYBhgL/s400/DSC05994.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">David Webb</td></tr>
</tbody></table>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
Frank began to learn
about dilemmas with students' mathematical experiences. For example, if you ask
students to put 0.375, 0.7, and 0.32 in order, many students will say 0.375 is
the smallest because it has thousandths, and thousandths are the smallest.
Frank read this in research and didn't want to believe it, so he tried it with
his own students. They replicated the research, revealing to him that he'd been
totally unaware of their misconceptions. He talked to them about why they
believed what they did, and got answers like "It's a bit like negative
numbers --- the smaller it is, the larger it is." David knew he could
organize his entire curriculum around a procedural textbook and hand out
worksheets. Students didn't seem to mind and figuring out how to do group work
seemed like an uphill battle. Change meant fighting the didactical contract
students had formed with their math teachers over many years.</div>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
<br /></div>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
Frank's first
experiences with RME came when he visited the University of Amsterdam and some
schools there. He observed 7/8 students comparing 2/3 to 3/4. He figured
students would answer as his would -- that the fractions were the same because in each fraction you could add one to the numerator to get the denominator.
Instead, he saw students drawing pictures and using those pictures to argue
their reasoning. The only student he observed who reasoned incorrectly was
someone who recently moved there. He started to become a convert. David entered
graduate school after 7-8 years of teaching and ended up at Wisconsin with Tom
Romberg. His assignment as a grad student was to align every activity in Math
in Context to the NCTM Curriculum Standards. There were 30 MiC units, so it was
a lot of work, but it gave him a detailed look at RME's approach to curriculum
design. Sometimes he was in disbelief about the kind of reasoning that was
expected of students before procedural understanding had developed. But as he
observed students in classrooms, he became a believer as students approached problems
informally but expressed all the reasoning they would need to understand the
problem formally.</div>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
<br /></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://2.bp.blogspot.com/-vsPqCGT8u1w/W6PDBGW6HQI/AAAAAAAAxIQ/SQFz2dmu-SUQsudPSjQs_xCWECramlmVgCKgBGAs/s1600/IMG_20180920_094443.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="300" src="https://2.bp.blogspot.com/-vsPqCGT8u1w/W6PDBGW6HQI/AAAAAAAAxIQ/SQFz2dmu-SUQsudPSjQs_xCWECramlmVgCKgBGAs/s400/IMG_20180920_094443.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Frank and David describing models and progressive formalization</td></tr>
</tbody></table>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
Frank's experience
with RME curriculum design was part of a MiC pilot. A teacher who was supposed
to try a unit for 3 weeks ended up stretching the unit for 10 weeks because
kids were so engaged in all the mathematical reasoning -- and because they all
had a lot to learn about how to implement and pace a different kind of
curriculum. This led to multiple grant-funded projects both to develop new
curriculum and to study its implementation. David's experience with design in
RME came at the end of the MiC project as focus shifted to implementation and
assessment. He had the opportunities to travel the country and offer PD and
learn from teachers who needed support to understand the principles of RME and,
maybe more importantly, to redefine the roles of teacher and learner in their
classrooms.</div>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
<br /></div>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
3A + 2P = $9.20</div>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
1A + 2P = $5.20</div>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
<br /></div>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
Frank gave the above
problem to a group of students with experience with RME, but they were scared
of the symbolic notation. Then one student in the room said, "Wait, it's
hats and umbrellas!" (a problem in <i>Math in Context</i>) and the rest of the class caught on and they were able
to reason with the mathematics. They had seen the hats and umbrellas problem 2
years before, but the reasoning had stuck with them. David's work with
assessment bridged the divides between RME and formative assessment. It was yet
another way to rethink what it meant for students to understand mathematics.
David began to promote the use of the assessment pyramid, even for teachers to
think about how they arrange the bulk of their assessments they use in their
classrooms. "Students are capable of solving fascinating problems -- we
just have to ask them."</div>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
<br /></div>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
Frank was talking to
his wife about math and asked her to explain how she got an answer to a
particular fraction problem. She said, "I cheated. I imagined it, but I
know I'm supposed to find the common denominator." Here in the Caymans,
Frank has worked with students who have struggled but are now seeing the math
in their worlds in new ways. RME isn't totally different from other approaches
to mathematics, but some distinctions are useful. It's important for teachers
to see their role in orchestrating students' mathematical experiences, and not
just facilitate. The use of models is fundamental to RME's design, and teachers
need to understand that approach to be successful.</div>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
<br /></div>
<div style="font-family: Calibri; font-size: 11.0pt; margin: 0in;">
When Frank
introduced RME to the Caymans, he first visited every classroom to get a sense
for the current state of math education on the islands. Staff turnover tends to
be high in the Caymans. He found that many children didn't have a sense of
shopping and the values of things, so those were opportunities to work those
contexts into the curriculum. Students needed more support, so they introduced
Mathematics Recovery. Interventions outside the classroom were far more
fruitful in helping students because teachers struggled with interventions
within the classroom. They employed lesson study to help teachers understand
how lessons could be taught, and to address their own experiences with
traditional instruction. At the end of primary in 2011, only 25% of students
were expected and only 5% were above. At the end of primary in 2018, 62% were
expected and 25% were above. That said, Frank says there is great danger in
looking at scores like this too much, as we don't want teachers to become too
focused on exam success as a measure of achievement.</div>
<br />Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comSeven Mile Beach, Grand Cayman, Cayman Islands19.317633 -81.38369119.0778965 -81.7064145 19.5573695 -81.0609675tag:blogger.com,1999:blog-6686146528539402865.post-34961590909091314052018-02-04T16:09:00.000-07:002018-02-04T16:14:31.975-07:00This Week in Math Ed: February 2, 2018I think I have a new plan: Since going through news, research, and Colorado events (in addition to daily Twitter updates) are quite a lot of work to do every week, I'll just highlight each one once a month. Something like this:<br />
<ul>
<li>First Friday of the month: Research Report</li>
<li>Second Friday of the month: Around the Math Ed Web (events)</li>
<li>Third Friday of the month: Math Ed in the News</li>
<li>Fourth Friday of the month: Math Ed in Colorado</li>
</ul>
I might move some things around, but this one-feature-weekly in addition to the Math Ed Said review of Twitter activity seems like a good idea.<br />
<h2>
Math Ed Said</h2>
<strong>January 26</strong>: <a href="http://twitter.com/jamestanton">James Tanton</a> wrote a wonderful piece on Medium, "<a href="https://medium.com/@jamestanton/just-teach-my-kid-the-expletive-math-fb6f495be906">Just teach my kid the <explitive> math</a>." I'd guess most math educators have found themselves in these kinds of conversations (even within one's head) and Tanton's version is one of the more articulate versions I've seen.<br />
<br />
<em>Shared by: <a href="http://twitter.com/MrsJeniseSexton">Jenise Sexton</a>, <a href="http://twitter.com/pamjwilson">Pam J. Wilson</a>, <a href="http://twitter.com/ChrisHunter36">Chris Hunter</a>, <a href="http://twitter.com/jamestanton">James Tanton</a>, <a href="http://twitter.com/BridgetDunbar">Bridget Dunbar</a>, <a href="http://twitter.com/MathSciEditor">Katherine Bryant</a>, <a href="http://twitter.com/jwilson828">Jennifer Wilson</a>, <a href="http://twitter.com/ckklynen">Christine Klynen</a>, <a href="http://twitter.com/mathycathy">Cathy Yenca</a></em><br />
<br />
<strong>January 27</strong>: Other people must agree with my enjoyment of Tanton's article because more decided to share it on the 27th. Here it is, again: "<a href="https://medium.com/@jamestanton/just-teach-my-kid-the-expletive-math-fb6f495be906">Just teach my kid the <explitive> math</a>."<br />
<br />
<em>Shared by: <a href="http://twitter.com/scottmlev">Scott Leverentz</a>, <a href="http://twitter.com/barbrokk">Barbara Rock</a>, <a href="http://twitter.com/MrColganNAMS">John Colgan</a>, <a href="http://twitter.com/gerodiasn">Nerissa Gerodias</a>, <a href="http://twitter.com/Mathgarden">Sunil Singh</a>, <a href="http://twitter.com/benblumsmith">Ben Blum-Smith</a>, <a href="http://twitter.com/cbrownLmath">Chris Brownell</a>, <a href="http://twitter.com/ms_hansel">Alison Hansel</a>, <a href="http://twitter.com/BSoumeillan">Bridget Soumeillan</a>, <a href="http://twitter.com/mathtans">Gregory Taylor</a>, <a href="http://twitter.com/MatthewOldridge">Matthew Oldridge</a>, <a href="http://twitter.com/jamestanton">James Tanton</a>, <a href="http://twitter.com/LauraKinnel">Laura Kinnel</a></em><br />
<br />
<strong>January 28</strong>: How fun! Here in "<a href="http://exit10a.blogspot.com/2018/01/equations-i-have-known.html">Equations I Have Known</a>" <a href="http://twitter.com/JSchwartz10a">Joe Schwartz</a> cataloged a number of the ways students use the notation for operations and equality before they've attended to the level of precision we expect from someone who has mastered these conventions. Some are quite common, like run-on equations (1x2=2-1=1), but others might be new to you.<br />
<br />
<em>Shared by: <a href="http://twitter.com/nomad_penguin">Amie Albrecht</a>, <a href="http://twitter.com/MarkChubb3">Mark Chubb</a>, <a href="http://twitter.com/heidifessenden">Heidi Fessenden</a>, <a href="http://twitter.com/ccampbel14">Cathy Campbell</a>, <a href="http://twitter.com/MrsNewell22">Chrissy Newell</a>, <a href="http://twitter.com/lisabej_manitou">Lisa Bejarano</a>, <a href="http://twitter.com/MrKitMath">Kit</a>, <a href="http://twitter.com/ChrisKalmbach">Chris Kalmbach</a>, <a href="http://twitter.com/Simon_Gregg">Simon Gregg</a>, <a href="http://twitter.com/mburnsmath">Marilyn Burns</a>, <a href="http://twitter.com/mrdardy">Jim Doherty</a>, <a href="http://twitter.com/MrsG2nd">Rene Grimes</a>, <a href="http://twitter.com/hallumclass">Heidi Allum</a>, <a href="http://twitter.com/JSchwartz10a">Joe Schwartz</a></em><br />
<br />
<strong>January 29</strong>: As a first-year teacher resisting the mid-'90s feel-good, self-esteem pushes in education, I was convinced that my students (before I'd even had a chance to teach them!) would feel good about math if they were successful at it, and not the other way around. I gradually learned that it wasn't that simple, and new research from Stanford is helping us better understand how a <a href="http://med.stanford.edu/news/all-news/2018/01/positive-attitude-toward-math-predicts-math-achievement-in-kids.html">positive attitude toward math predicts math achievement in kids</a>.<br />
<br />
<em>Shared by: <a href="http://twitter.com/laura_wagenman">Laura Wagenman</a>, <a href="http://twitter.com/janinelson">Jani Nelson</a>, <a href="http://twitter.com/mathcoachrivera">Georgina Rivera</a>, <a href="http://twitter.com/MrChrisRohde">Christopher Rohde</a>, <a href="http://twitter.com/shorbyldf">Lara Francisco</a>, <a href="http://twitter.com/Virtuouscm">Christina Moore</a>, <a href="http://twitter.com/camsiemcadams">Camsie McAdams</a>, <a href="http://twitter.com/JudyLarsen3">Judy Larsen</a>, <a href="http://twitter.com/andieogden">Andie Ogden</a>, <a href="http://twitter.com/serratore4">Rosa Serratore</a>, <a href="http://twitter.com/NoodleKimw">Kim Webb</a>, <a href="http://twitter.com/joboaler">Jo Boaler</a></em><br />
<br />
<strong>January 30</strong>: More people shared the story, "<a href="http://med.stanford.edu/news/all-news/2018/01/positive-attitude-toward-math-predicts-math-achievement-in-kids.html">Positive attitude toward math predicts math achievement in kids</a>."<br />
<br />
<em>Shared by: <a href="http://twitter.com/serratore4">Rosa Serratore</a>, <a href="http://twitter.com/Ms_MathQueen">Regina Barrett</a>, <a href="http://twitter.com/Mr_Harris_Math">Nick Harris</a>, <a href="http://twitter.com/jenniferklawler">Jennifer Lawler</a>, <a href="http://twitter.com/cbrownLmath">Chris Brownell</a>, <a href="http://twitter.com/Linda_Braddy">Linda Braddy</a></em><br />
<br />
<strong>January 31</strong>: I so appreciate <a href="https://twitter.com/dbressoud">David Bressoud's</a> relentlessness when it comes to calculus education reform. Here he is on <em>The Conversation</em> with "<a href="http://theconversation.com/why-colleges-must-change-how-they-teach-calculus-90679">Why colleges must change how they teach calculus</a>." Part of this article talks about the <a href="http://www.aplu.org/projects-and-initiatives/stem-education/seminal/about-seminal/index.html">SEMINAL</a> project, which my advisor <a href="https://twitter.com/CUMathEd">David Webb</a> works on as part of his role at CU Boulder and on behalf of the Association of Public Land Grand Universities.<br />
<br />
<em>Shared by: <a href="http://twitter.com/zidaya">Eddi Vulić</a>, <a href="http://twitter.com/RCopOCSB">Robert Cop</a>, <a href="http://twitter.com/DavidKButlerUoA">David Butler</a>, <a href="http://twitter.com/jenniferklawler">Jennifer Lawler</a>, <a href="http://twitter.com/LybryaKebreab">Lybrya Kebreab</a>, <a href="http://twitter.com/HthrLynnJ">Heather Johnson</a>, <a href="http://twitter.com/MatthewMaddux">Egan J Chernoff</a></em><br />
<br />
<strong>February 1</strong>: More people helped spread the word about the <a href="http://learn.desmos.com/fellowship">Desmos Teaching Fellowship</a>.<br />
<br />
<em>Shared by: <a href="http://twitter.com/edcampOSjr">Ed Campos Jr</a>, <a href="http://twitter.com/jocedage">Jocelyn Dagenais</a>, <a href="http://twitter.com/mthman">Ron King</a>, <a href="http://twitter.com/a_mcsquared">Audrey McLaren</a>, <a href="http://twitter.com/gerodiasn">Nerissa Gerodias</a>, <a href="http://twitter.com/Dave_Sabol">David Sabol</a>, <a href="http://twitter.com/JFinneyfrock">Julia Finneyfrock</a>, <a href="http://twitter.com/wahedahbug">Sadie Estrella</a>, <a href="http://twitter.com/Math_m_Addicts">Nanette Johnson</a>, <a href="http://twitter.com/HHSmath">Jennifer Fairbanks</a>, <a href="http://twitter.com/ExploreMTBoS">Explore MTBoS</a>, <a href="http://twitter.com/lisabej_manitou">Lisa Bejarano</a>, <a href="http://twitter.com/mlepcampbell">Emily Campbell</a>, <a href="http://twitter.com/saravdwerf">Sara VanDerWerf</a>, <a href="http://twitter.com/robertkaplinsky">Robert Kaplinsky</a>, <a href="http://twitter.com/mdaley15">Molly Daley</a>, <a href="http://twitter.com/MaryBourassa">Mary Bourassa</a>, <a href="http://twitter.com/danluevanos">Daniel Luevanos</a>, <a href="http://twitter.com/misterpatterson">Zack Patterson</a>, <a href="http://twitter.com/MrOrr_geek">Jon Orr</a>, <a href="http://twitter.com/pattystephens">Patty Stephens</a>, <a href="http://twitter.com/kathyhenderson">Kathy Henderson</a>, <a href="http://twitter.com/MrSnarsky">Tom Snarsky</a>, <a href="http://twitter.com/dandersod">Dan Anderson</a>, <a href="http://twitter.com/LybryaKebreab">Lybrya Kebreab</a>, <a href="http://twitter.com/MathButler">Jedidiah Butler</a>, <a href="http://twitter.com/stoodle">Matthew Baker</a>, <a href="http://twitter.com/bobloch">Bob Lochel</a>, <a href="http://twitter.com/eluberoff">Eli Luberoff</a>, <a href="http://twitter.com/Lustomatical">Chris Lusto</a>, <a href="http://twitter.com/Anderson02B">Bryan Anderson</a>, <a href="http://twitter.com/jocedage">Jocelyn Dagenais</a>, <a href="http://twitter.com/Desmos">Desmos.com</a></em><br />
<h2>
Research Report</h2>
<h3>
Educational Studies in Mathematics</h3>
ESM published both their January and February issues since my last Research Report on January 5.<br />
<ul>
<li><a href="https://link.springer.com/article/10.1007/s10649-017-9778-z">Why Johnny struggles when familiar concepts are taken to a new mathematical domain: towards a polysemous approach</a> by Igor' Kontorovich</li>
<li><a href="https://link.springer.com/article/10.1007/s10649-017-9777-0">Conflicting frames: a case of misalignment between professional development efforts and a teacher’s practice in a high school mathematics classroom</a> by Einat Heyd-Metzuyanim, Charles Munter, and James Greeno</li>
<li><a href="https://link.springer.com/article/10.1007/s10649-017-9781-4">Power and identity in immigrant parents’ involvement in early years mathematics learning</a> by Miwa Aoki Takeuchi</li>
<li><a href="https://link.springer.com/article/10.1007/s10649-017-9775-2">Culture and ideology in mathematics teacher noticing</a> by Nicole L. Louie</li>
<li><a href="https://link.springer.com/article/10.1007/s10649-017-9776-1">Mediating primary mathematics: theory, concepts, and a framework for studying practice</a> by Hamsa Venkat and Mike Askew</li>
<li><a href="https://link.springer.com/article/10.1007/s10649-017-9787-y">Inverse function: Pre-service teachers’ techniques and meanings</a> by Teo Paoletti, Irma E. Stevens, Natalie L. F. Hobson, Kevin C. Moore, Kevin R. LaForest</li>
<li><a href="https://link.springer.com/article/10.1007/s10649-017-9780-5">Book review: Baruch B. Schwarz and Michael J. Baker (Eds) (Foreword by L. B. Resnick with F. Schantz) (2017) Dialogue, Argumentation and Education: History, Theory and Practice</a> by Keith Weber</li>
<li><a href="https://link.springer.com/article/10.1007/s10649-017-9788-x">Developing mathematical fluency: comparing exercises and rich tasks</a> by Colin Foster</li>
<li><a href="https://link.springer.com/article/10.1007/s10649-017-9789-9">Order of operations: On convention and met-before acronyms</a> by Rina Zazkis and Annette Rouleau</li>
<li><a href="https://link.springer.com/article/10.1007/s10649-017-9791-2">The role of perceptual similarity, context, and situation when selecting attributes: considerations made by 5–6-year-olds in data modeling environments</a> by Aisling Leavy and Mairead Hourigan</li>
<li><a href="https://link.springer.com/article/10.1007/s10649-017-9790-3">The influence of theoretical mathematical foundations on teaching and learning: a case study of whole numbers in elementary school</a> by Christine Chambris</li>
<li><a href="https://link.springer.com/article/10.1007/s10649-017-9786-z">Book review: Anthropomorphizing mathematics education Review of Hauke Staehler-Pohl, Nina Bohlmann, and Alexandre Pais (Eds). (2017). The disorder of mathematics education: challenging the sociopolitical dimensions of research. 329 pp.</a> by Bharath Sriraman</li>
</ul>
<h3>
Mathematical Thinking and Learning</h3>
This issue focuses on mathematics learning and computational thinking.<br />
<ul>
<li><a href="http://www.tandfonline.com/doi/full/10.1080/10986065.2018.1405615">On MTL's Second Milestone: Exploring Computational Thinking and Mathematics Learning</a> by Lyn English</li>
<li><a href="http://www.tandfonline.com/doi/full/10.1080/10986065.2018.1403544">Computational Literacy and "The Big Picture" Concerning Computers in Mathematics Education</a> by Andrea A. diSessa</li>
<li><a href="http://www.tandfonline.com/doi/full/10.1080/10986065.2018.1403542">Group Theory, Computational Thinking, and Young Mathematicians</a> by George Gadanidis</li>
<li><a href="http://www.tandfonline.com/doi/full/10.1080/10986065.2018.1403541">The Dynamic Geometrisation of Computer Programming</a> by Nathalie Sinclair and Margaret Patterson</li>
<li><a href="http://www.tandfonline.com/doi/full/10.1080/10986065.2018.1403543">Cultivating Computational Thinking Practices and Mathematical Habits of Mind in Lattice Land</a> by Christina (Yu) Pei, David Weintrop, and Uri Wilensky</li>
</ul>
<h3>
International Journal of Science and Mathematics Education</h3>
Both the January and February issues of IJSME have been published since the last Research Report.<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://4.bp.blogspot.com/-viyJGp9WZOo/WneSV6X7ErI/AAAAAAAAs0I/nXP_FvO_yF8J7nfjQdL2ht70_y4E4Vz3ACLcBGAs/s1600/herbst2014nctm2.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://4.bp.blogspot.com/-viyJGp9WZOo/WneSV6X7ErI/AAAAAAAAs0I/nXP_FvO_yF8J7nfjQdL2ht70_y4E4Vz3ACLcBGAs/s320/herbst2014nctm2.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Patricio Herbst presenting at the 2014 NCTM Annual Meeting</td></tr>
</tbody></table>
<ul>
<li><a href="https://link.springer.com/article/10.1007/s10763-016-9770-6">A Framework for Assessing Reading Comprehension of Geometric Construction Texts</a> by Kai-Lin Yang and Jian-Lin Li</li>
<li><a href="https://link.springer.com/article/10.1007/s10763-016-9760-8">The Importance of Multiple Representations of Mathematical Problems: Evidence from Chinese Preservice Elementary Teachers' Analysis of a Learning Goal</a> by Rui Kang and Di Liu</li>
<li><a href="https://link.springer.com/article/10.1007/s10763-016-9771-5">Engaging Primary School Students in Mathematics: Can iPads Make a Difference?</a> by Annette Hilton</li>
<li><a href="https://link.springer.com/article/10.1007/s10763-016-9764-4">Will Teachers Create Opportunities for Discussion when Teaching Proof in a Geometry Classroom?</a> by Ander Erickson and Patricio Herbst</li>
<li><a href="https://link.springer.com/article/10.1007/s10763-016-9763-5">Effects of a Mathematics Cognitive Acceleration Program on Student Achievement and Motivation</a> by Teukava Finau, David F. Treagust, Mihye Won, and A. L. Chandrasegaran</li>
<li><a href="https://link.springer.com/article/10.1007/s10763-016-9776-0">Exploring Young Children's Understanding About the Concept of Volume Through Engineering Design in a STEM Activity: A Case Study</a> by Do-Yong Park, Mi-Hwa Park, and Alan B. Bates</li>
<li><a href="https://link.springer.com/article/10.1007/s10763-016-9765-3">Reification in the Learning of Square Roots in a Ninth Grade Classroom: Combining Semiotic and Discursive Approaches</a> by Yusuke Shinno</li>
<li><a href="https://link.springer.com/article/10.1007/s10763-016-9775-1">Preservice Middle and High School Mathematics Teachers' Strategies when Solving Proportion Problems</a> by Muhammet Arican</li>
<li><a href="https://link.springer.com/article/10.1007/s10763-016-9778-y">The Relationship between Pre-service Mathematics Teachers' Focus on Student Thinking in Lesson Analysis and Lesson Planning Tasks</a> by Rukiye Didem Taylan</li>
<li><a href="https://link.springer.com/article/10.1007/s10763-016-9780-4">High School Students' Motivation to Learn Mathematics: The Role of Multiple Goals</a> by Chi-hung Clarence Ng</li>
<li><a href="https://link.springer.com/article/10.1007/s10763-016-9784-0">Pre-service Mathematics Teachers' Noticing Skills and Scaffolding Practices</a> by Hulya Kilic</li>
</ul>
<h3>
Journal of Mathematics Teacher Education</h3>
<ul>
<li><a href="https://link.springer.com/article/10.1007/s10857-018-9399-1">Mathematics teacher's knowledge, knowledge-based reasoning, and contexts</a> by Salvador Llinares</li>
<li><a href="https://link.springer.com/article/10.1007/s10857-016-9347-x">Audible conversational affordances and constraints of verbalizing professional noticing during prospective teacher lesson study</a> by Julie M. Amador and Ingrid S. Carter</li>
<li><a href="https://link.springer.com/article/10.1007/s10857-016-9348-9">More than meets the eye: patterns and shifts in middle school mathematics teachers' descriptions of models</a> by Michelle H. Wilkerson, Alfredo Bautista, Roger G. Tobin, Bárbara M. Brizuela, and Ying Cao</li>
<li><a href="https://link.springer.com/article/10.1007/s10857-016-9349-8">Assessing key epistemic features of didactic-mathematical knowledge of prospective teachers: the case of the derivative</a> by Luis R. Pino-Fan, Juan D. Godino, and Vicenç Font</li>
</ul>
<h3>
Fields Mathematics Education Journal</h3>
<ul>
<li><a href="https://fieldsmathed.springeropen.com/articles/10.1186/s40928-018-0009-y">Teaching and learning mathematics through error analysis</a> by Sheryl J. Rushton</li>
</ul>
<h3>
Technology Innovations in Statistics Education</h3>
<ul>
<li><a href="https://escholarship.org/uc/item/13g5g3dm">Dynamic Data in the Statistics Classroom</a> by Johanna Hardin</li>
</ul>
Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comBoulder, CO, USA40.0149856 -105.2705455999999939.820449100000005 -105.59326909999999 40.2095221 -104.9478221tag:blogger.com,1999:blog-6686146528539402865.post-57132672538887255842018-01-31T16:28:00.002-07:002018-01-31T16:28:44.991-07:00This Week in Math Ed: January 26, 2018<h2 id="math-ed-said">
Math Ed Said</h2>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-y2iu4PwuErk/WnJQMko66TI/AAAAAAAAsyY/XVDWCbJWGEwOh2qRWILiGVcOTeZ3_dBzgCLcBGAs/s1600/graham_fletcher_nctm17.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="427" data-original-width="640" height="213" src="https://1.bp.blogspot.com/-y2iu4PwuErk/WnJQMko66TI/AAAAAAAAsyY/XVDWCbJWGEwOh2qRWILiGVcOTeZ3_dBzgCLcBGAs/s320/graham_fletcher_nctm17.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Graham Fletcher presenting at the 2017 NCTM Annual Meeting</td></tr>
</tbody></table>
<strong>January 19</strong>: If you missed it earlier, here again is <a href="http://twitter.com/gfletchy">Graham Fletcher's</a> <a href="http://buildmathminds.com/fof-free1">Fraction Video Series</a>.<br />
<br />
<em>Shared by: <a href="http://twitter.com/SFeitlin_Math">Shauhna Feitlin</a>, <a href="http://twitter.com/CAMathCouncil">CMC - CA MathCouncil</a>, <a href="http://twitter.com/Nitajo1">Nita Cochran</a>, <a href="http://twitter.com/MrKitMath">Kit</a>, <a href="http://twitter.com/devin_andersond">Devin Anderson</a></em><br />
<br />
<strong>January 20</strong>: <a href="http://twitter.com/robertkaplinsky">Robert Kaplinsky</a> did us all a favor and reminded us that a great resource is the <a href="http://map.mathshell.org/lessons.php">Formative Assessment Lessons</a> from the Mathematics Assessment Resource Service (MARS). My recommendation: Do not underestimate how much thought went into these, and be willing to trust them even if you're accustomed to making a lot of adaptations to your usual off-the-shelf lessons.<br />
<br />
<em>Shared by: <a href="http://twitter.com/solvemymaths">Ed Southall</a>, <a href="http://twitter.com/ShelbyAaberg">Shelby Aaberg</a>, <a href="http://twitter.com/JFalicetti">Jazmine Falicetti</a>, <a href="http://twitter.com/MrWhiteROMS">Gregory White</a>, <a href="http://twitter.com/mlepcampbell">Emily Campbell</a>, <a href="http://twitter.com/johnfaig">John Faig</a>, <a href="http://twitter.com/edcampOSjr">Ed Campos Jr</a>, <a href="http://twitter.com/kmwassmuth">Kimberly Wassmuth</a>, <a href="http://twitter.com/martinsean">Martin Joyce</a>, <a href="http://twitter.com/agcrilley">Ann Crilley</a>, <a href="http://twitter.com/Nitajo1">Nita Cochran</a>, <a href="http://twitter.com/jenniferklawler">Jennifer Lawler</a>, <a href="http://twitter.com/robertkaplinsky">Robert Kaplinsky</a></em><br />
<br />
<strong>January 21</strong>: To show support for Laurie Rubel, the American Association of University Professors <a href="http://actionnetwork.org/forms/stand-with-dr-laurie-rubel">are collecting names</a> of people who wish to stand with Laurie.<br />
<br />
<em>Shared by: <a href="http://twitter.com/equitymathed">Equity MathEd</a>, <a href="http://twitter.com/MrKitMath">Kit</a>, <a href="http://twitter.com/pegcagle">Peg Cagle</a>, <a href="http://twitter.com/mrsforest">Annie Forest</a>, <a href="http://twitter.com/_mattowen_">Matt Owen</a>, <a href="http://twitter.com/dtkung">David Kung</a>, <a href="http://twitter.com/mathprofcarrie">Carrie Diaz Eaton</a></em><br />
<br />
<strong>January 22</strong>: With a second contribution to this post in three days, this time of his own design, <a href="http://twitter.com/robertkaplinsky">Robert Kaplinsky</a> shared his <a href="http://robertkaplinsky.com/depth-knowledge-matrix-secondary-math/">Depth of Knowledge Matrix for Secondary Math</a>.<br />
<br />
<em>Shared by: <a href="http://twitter.com/Reinern">Nicol Reiner</a>, <a href="http://twitter.com/HeatherSugrue">Heather Sugrue</a>, <a href="http://twitter.com/pattystephens">Patty Stephens</a>, <a href="http://twitter.com/BridgetDunbar">Bridget Dunbar</a>, <a href="http://twitter.com/Moore1997B">Brandi Moore</a>, <a href="http://twitter.com/GlinsmannMath">Robbyn Glinsmann</a>, <a href="http://twitter.com/MrKitMath">Kit</a>, <a href="http://twitter.com/pamjwilson">Pam J Wilson</a>, <a href="http://twitter.com/jgough">Jill Gough</a>, <a href="http://twitter.com/bobloch">Bob Lochel</a>, <a href="http://twitter.com/robertkaplinsky">Robert Kaplinsky</a></em><br />
<br />
<strong>January 23</strong>: <a href="http://twitter.com/SteveWyborney">Steve Wyborney's</a> "<a href="http://www.stevewyborney.com/?p=1253">Cube Conversations</a>" is back on this list again after an appearance the first week of the year. I think of these as doing something geometrically to prompt math discourse similar to how arithmetic problems prompt math discourse in number talks.<br />
<br />
<em>Shared by: <a href="http://twitter.com/letsplaymath">Denise Gaskins</a>, <a href="http://twitter.com/MrKitMath">Kit</a>, <a href="http://twitter.com/MathCoachCorner">Donna Boucher</a>, <a href="http://twitter.com/GoslinK123">Kat Hendry</a>, <a href="http://twitter.com/SteveWyborney">Steve Wyborney</a>, <a href="http://twitter.com/l1nd3l">Lindel</a></em><br />
<br />
<strong>January 24</strong>: Lots of people shared and reshared the announcement of the <a href="http://learn.desmos.com/fellowship">Desmos Teaching Fellowship</a>.<br />
<br />
<em>Shared by: <a href="http://twitter.com/johnberray">John Berray</a>, <a href="http://twitter.com/jreulbach">Julie Reulbach</a>, <a href="http://twitter.com/_levi_">Levi Patrick</a>, <a href="http://twitter.com/heather_kohn">Heather Kohn</a>, <a href="http://twitter.com/ndoyle1015">Nolan Doyle</a>, <a href="http://twitter.com/danluevanos">Daniel Luevanos</a>, <a href="http://twitter.com/eluberoff">Eli Luberoff</a>, <a href="http://twitter.com/MNmMath">Melynee Naegele</a>, <a href="http://twitter.com/a_mcsquared">Audrey McLaren</a>, <a href="http://twitter.com/edcampOSjr">Ed Campos Jr</a>, <a href="http://twitter.com/pegcagle">Peg Cagle</a>, <a href="http://twitter.com/stcarranza">Shelley Carranza</a>, <a href="http://twitter.com/mathycathy">Cathy Yenca</a>, <a href="http://twitter.com/MathButler">Jedidiah Butler</a>, <a href="http://twitter.com/allison_krasnow">Allison Krasnow</a>, <a href="http://twitter.com/scottmlev">Scott Leverentz</a>, <a href="http://twitter.com/JFinneyfrock">Julia Finneyfrock</a>, <a href="http://twitter.com/bobloch">Bob Lochel</a>, <a href="http://twitter.com/gerodiasn">Nerissa Gerodias</a>, <a href="http://twitter.com/Trianglemancsd">Christopher Danielson</a>, <a href="http://twitter.com/HHSmath">Jennifer Fairbanks</a>, <a href="http://twitter.com/MrOrr_geek">Jon Orr</a>, <a href="http://twitter.com/mdaley15">Molly Daley</a>, <a href="http://twitter.com/Anniekperkins">Annie Perkins</a>, <a href="http://twitter.com/abusch38">Andrew Busch</a>, <a href="http://twitter.com/MaryBourassa">Mary Bourassa</a>, <a href="http://twitter.com/lisabej_manitou">Lisa Bejarano</a>, <a href="http://twitter.com/BlaskEric">Eric Blask</a>, <a href="http://twitter.com/kathyhenderson">Kathy Henderson</a>, <a href="http://twitter.com/dandersod">Dan Anderson</a>, <a href="http://twitter.com/Fouss">Kristen Fouss</a>, <a href="http://twitter.com/jocedage">Jocelyn Dagenais</a>, <a href="http://twitter.com/Desmos">Desmos.com</a></em><br />
<br />
<strong>January 25</strong>: More people shared the <a href="http://learn.desmos.com/fellowship">Desmos Teaching Fellowship</a> announcement.<br />
<br />
<em>Shared by: <a href="http://twitter.com/dgburris">Darren Burris</a>, <a href="http://twitter.com/normabgordon">Norma Gordon</a>, <a href="http://twitter.com/HHSmath">Jennifer Fairbanks</a>, <a href="http://twitter.com/jacehan">James Cleveland</a>, <a href="http://twitter.com/saravdwerf">Sara VanDerWerf</a>, <a href="http://twitter.com/Lustomatical">Chris Lusto</a>, <a href="http://twitter.com/karlfisch">Karl Fisch</a>, <a href="http://twitter.com/The30thvoice">Clara Maxcy</a>, <a href="http://twitter.com/Trianglemancsd">Christopher Danielson</a>, <a href="http://twitter.com/pattystephens">Patty Stephens</a>, <a href="http://twitter.com/MrColganNAMS">John Colgan</a>, <a href="http://twitter.com/MrKitMath">Kit</a>, <a href="http://twitter.com/stoodle">Matthew Baker</a>, <a href="http://twitter.com/BridgetDunbar">Bridget Dunbar</a>, <a href="http://twitter.com/Dave_Sabol">David Sabol</a>, <a href="http://twitter.com/imtiazdamji">Imtiaz Damji</a></em><br />
<h2 id="math-ed-in-colorado">
Math Ed in Colorado</h2>
<h3 id="conferences:-math-on-the-"planes",-ti's-education-leadership-summit,-and-midschoolmath">
Conferences: Math on the "Planes", TI's Education Leadership Summit, and MidSchoolMath</h3>
There are dwindling number of openings remaining for Math on the "Planes", the two-day math conference hosted by the Colorado Council for Learning Disabilities. The conference will be held February 23-24 in Centennial and will feature Dr. Barbara Dougherty. <a href="http://cocld.org/wp/">Register today!</a><br />
<br />
<a href="https://education.ti.com/en/professional%20development/leadership-summit">Texas Instruments is hosting a one-day Leadership Summit</a> in Denver on March 22. The title of the summit is "The Leader's Role Implementing STEM and Computer Science Initatives" and the keynote speaker is Peter McLaren, past-president of the Council of State Science Supervisors. Other speakers include Dr. Joanna Bruno of CDE, who will discuss science and computer science in Colorado; Gwen Perea Warniment, who will talk about designing K-12 STEM initatives, and CCTM President Joanie Funderburk, who will focus on mathematics education.<br />
<br />
If you're thinking about attending the <a href="http://www.midschoolmathnationalconference.com/">MidSchoolMath National Conference</a> in Santa Fe, NM, their standard registration deadline is Friday, February 2. The conference features Jo Boaler, Dan Meyer, and Tracy Johnston Zaeger.<br />
<h3 id="job-openings">
Job Openings</h3>
Woodland Park is seeking someone to teach Algebra 1 and Algebra 2 beginning <strong><em>February 12</em></strong>. More information can be found at <a href="http://www.wpsdk12.org/">www.wpsdk12.org</a>.<br />
<h3 id="cctm-and-cml">
CCTM and CML</h3>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-c42-cFxfgtc/WnJQdt5dj_I/AAAAAAAAsyc/UTy17GKZ82sBXMY-mLhAmYCAMovvrSJoQCLcBGAs/s1600/2018_save_the_date.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="450" data-original-width="800" height="360" src="https://4.bp.blogspot.com/-c42-cFxfgtc/WnJQdt5dj_I/AAAAAAAAsyc/UTy17GKZ82sBXMY-mLhAmYCAMovvrSJoQCLcBGAs/s640/2018_save_the_date.png" width="640" /></a></div>
The <a href="http://www.cctmath.org/conference/">2018 CCTM Annual Conference</a> will be <strong>August 2-3</strong> at the University of Denver. By moving the conference to just before the start of school, you can worry less about your sub plans (and your district won't have sub costs) and you can focus your attention on connecting with your Colorado peers in two days of great math teaching and learning.<br />
<br />
<a href="http://www.cctmath.org/blog/2018/1/19/2018-call-for-nominations-for-the-cctm-board-of-directors">CCTM is accepting nominations for five positions on its Board of Directors</a>: President-Elect, Vice President, Secretary, and Regional Representatives for Regions 2 and 5. <strong>Nominations close on February 2</strong>.<br />
<br />
<a href="http://www.cctmath.org/blog/2018/1/17/nominate-a-great-teacher-or-leader-for-a-cctm-award">CCTM is also accepting nominations for its teaching and leadership awards</a>. Awardees receive a plaque, one year of CCTM membership, complimentary registration to the CCTM Annual Conference, and a $200 award.<br />
<br />
The next meeting of the Colorado Math Leaders will be held at the Instructional Support Facility at 5416 S. Riveria Way in Centennial from 10:00 to 2:00 on Wednesday, February 21. (Note: This is a recent change in location!) If you aren't on the CML mailing list and would like to be, <a href="mailto:johnson_r@cde.state.co.us">send me an email</a>.<br />
<h3 id="grant-opportunities">
Grant Opportunities</h3>
<strong>CSEd</strong>: Districts have until February 28 to apply for the Computer Science Education grant and receive up to $10,000 for their district to spend on professional development, tuition, books, or other programs and resources to directly support the teaching of computer science in Colorado. Details about the grant and other computer science opportunities can be found on <a href="http://www.cde.state.co.us/coscience/computerscience">the CDE website</a>.<br />
<br />
<strong>Lemelson-MIT</strong>: If you want to learn more about the $10,000 Lemelson-MIT STEM grants, there is <a href="https://www.eventbrite.com/e/inventeam-initial-application-webinar-tickets-42098844778">a webinar</a> on Tuesday, February 6 from 4:30-5:30 MT. More information about the program can be found on <a href="http://lemelson.mit.edu/inventeams">the Lemelson-MIT website</a>.<br />
<h3 id="let-your-voice-be-heard!">
Let Your Voice Be Heard!</h3>
The <a href="http://www.tlccsurvey.org/">Teaching and Learning Conditions in Colorado</a> (TLCC) survey (formerly TELL Colorado) is a key tool to help CDE and other education stakeholders understand the conditions of education around Colorado. The survey should take less than 15 minutes and it closes February 23. Schools and districts that reach the 50 percent participation threshold (and at least five respondents) will be able to access their own data after the survey window closes. This is valuable data that can lead to very rich discussions about improvements for your school and/or district.<br />
<h3 id="copilot-class:-co-teaching-to-improve-collaboration-&-instruction">
COpilot Class: Co-Teaching to Improve Collaboration & Instruction</h3>
You may be interested in a class being offered through CEA's COpilot platform that focuses on co-teaching relationships between a general education teacher and a teacher who supports students with disabilities, language learning, or other students from special populations. This class is designed to be taken by both teachers in the relationship. For more information, <a href="https://www.ceacopilot.org/courses/123?class=165">see the COpilot website</a>.Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comDenver, CO, USA39.7392358 -104.99025139.7392358 -104.990251 39.7392358 -104.990251tag:blogger.com,1999:blog-6686146528539402865.post-15804814357030355912018-01-31T14:04:00.000-07:002018-01-31T14:04:24.950-07:00This Week in Math Ed: January 19, 2018<h2 id="math-ed-said">
Math Ed Said</h2>
<strong>January 12</strong>: I think this is the second time I have seen this <a href="http://www.desmos.com/calculator/woog68kcuv">Desmos graph</a> of the spinning Desmos logo appear as the most-shared thing on Twitter. I don't get it.<br />
<br />
<em>Shared by: <a href="http://twitter.com/pwharris">Pam Harris</a>, <a href="http://twitter.com/JudithKeeney">Judy Keeney</a>, <a href="http://twitter.com/KarenGGartland">Karen Gartland</a>, <a href="http://twitter.com/dgburris">Darren Burris</a>, <a href="http://twitter.com/mathycathy">Cathy Yenca</a>, <a href="http://twitter.com/GoslinK123">Kat Hendry</a>, <a href="http://twitter.com/MrVaudrey">Matt Vaudrey</a>, <a href="http://twitter.com/scottmlev">Scott Leverentz</a>, <a href="http://twitter.com/jennifuhs4">Jen McAleer</a>, <a href="http://twitter.com/MathletePearce">Kyle Pearce</a>, <a href="http://twitter.com/GlinsmannMath">Robbyn Glinsmann</a>, <a href="http://twitter.com/bobloch">Bob Lochel</a>, <a href="http://twitter.com/z_cress">Zach Cresswell</a>, <a href="http://twitter.com/BridgetDunbar">Bridget Dunbar</a>, <a href="http://twitter.com/wheeler_laura">Laura Wheeler</a></em><br />
<br />
<strong>January 13</strong>: <a href="http://twitter.com/LaurieRubel">Laurie Rubel</a> of Brooklyn College got some media attention (and unwanted negative attention from readers of some of those sites) about a story discussing her article, "<a href="http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/324/222">Equity-Directed Instructional Practices: Beyond the Dominant Perspective</a>" in the Journal of Urban Mathematics Education. As usual, most of the criticism/harassment came from people who didn't read the article, even though it's available via open access.<br />
<br />
<em>Shared by: <a href="http://twitter.com/equitymathed">Equity MathEd</a>, <a href="http://twitter.com/cbrownLmath">Chris Brownell</a>, <a href="http://twitter.com/MrKitMath">Kit</a>, <a href="http://twitter.com/LaurieRubel">Laurie Rubel</a>, <a href="http://twitter.com/ReganGalvan">Regan Galvan</a>, <a href="http://twitter.com/blaw0013">Brian R Lawler</a>, <a href="http://twitter.com/geoffwake1">Geoff Wake</a></em><br />
<br />
<strong>January 14</strong>: If you haven't seen <a href="http://solveme.edc.org/Mobiles.html">SolveMe Mobiles</a>, you should really check them out. These are good examples of how algebra doesn't always have to look like variables and equations, and that students can figure these out as puzzles well before they're in 8th or 9th grade.<br />
<br />
<em>Shared by: <a href="http://twitter.com/hallumclass">Heidi Allum</a>, <a href="http://twitter.com/MrHonner">Patrick Honner</a>, <a href="http://twitter.com/Simon_Gregg">Simon Gregg</a>, <a href="http://twitter.com/stewartremily">Emily Stewart</a>, <a href="http://twitter.com/ShelbyAaberg">Shelby Aaberg</a>, <a href="http://twitter.com/joverley2">Jen Overley</a>, <a href="http://twitter.com/pearse_margie">Margie Pearse</a>, <a href="http://twitter.com/DrMaths">Dr. Steve Humble</a></em><br />
<br />
<strong>January 15</strong>: The original link to this was broken,
but I'm pretty sure people were trying to share "<a href="https://buildingmathematicians.wordpress.com/2018/01/15/minimizing-the-matthew-effect/">Minimizing the 'Matthew Effect'</a>," a blog post by <a href="http://twitter.com/MarkChubb3">Mark Chubb</a>. By the "Matthew Effect," Mark describes that phenomenon where children who start off a little bit ahead of others get offered more opportunities to engage (in sports, or math, or whatever) and that extra engagement gives them compounding advantages over time — and maybe we should consider that as teachers when structuring participation in the classroom.<br />
<br />
<em>Shared by: <a href="http://twitter.com/jenniferklawler">Jennifer Lawler</a>, <a href="http://twitter.com/wheeler_laura">Laura Wheeler</a>, <a href="http://twitter.com/laura_wagenman">Laura Wagenman</a>, <a href="http://twitter.com/LaneWalker2">Lane Walker</a>, <a href="http://twitter.com/MarkChubb3">Mark Chubb</a></em><br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://2.bp.blogspot.com/-NSoTLwsIb-0/WnIu82-cZcI/AAAAAAAAsyI/8bKTN_x_MGEIRqcSu9Y40yf809I7yU3WgCLcBGAs/s1600/kara_imm_rme15.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="427" data-original-width="640" height="213" src="https://2.bp.blogspot.com/-NSoTLwsIb-0/WnIu82-cZcI/AAAAAAAAsyI/8bKTN_x_MGEIRqcSu9Y40yf809I7yU3WgCLcBGAs/s320/kara_imm_rme15.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Kara Imm leaning in during the 2015 RME Conference.</td></tr>
</tbody></table>
<strong>January 16</strong>: First of all, if you're into number talks and haven't been to the Number Strings website, you need to be there like yesterday. Second, take your time and read "<a href="http://numberstrings.com/2018/01/16/trusting-the-digits-developing-place-value-understanding/">Trusting the digits: Developing place value understanding</a>." Are conversations among students happening like this in your classroom? Although unstated, <a href="http://twitter.com/KaraLouiseImm">Kara Imm</a> gets the author credit for this post — I recognized her masterful facilitation!<br />
<br />
<em>Shared by: <a href="http://twitter.com/parkermathed">Brett Parker</a>, <a href="http://twitter.com/BridgetDunbar">Bridget Dunbar</a>, <a href="http://twitter.com/mburnsmath">Marilyn Burns</a>, <a href="http://twitter.com/ericalitke">Erica Litke</a>, <a href="http://twitter.com/revuluri">Sendhil Revuluri</a>, <a href="http://twitter.com/MrKitMath">Kit</a>, <a href="http://twitter.com/Mathinthecity">Math in the City</a>, <a href="http://twitter.com/mathematize4all">Rachel Lambert</a>, <a href="http://twitter.com/geonz">Geonz</a>, <a href="http://twitter.com/mathematize4all">Rachel Lambert</a>, <a href="http://twitter.com/KaraLouiseImm">Kara Imm</a></em><br />
<br />
<strong>January 17</strong>: The American Association of University Professors collected names of those wanting to <a href="http://actionnetwork.org/forms/stand-with-dr-laurie-rubel">Stand With Dr. Laurie Rubel at Brooklyn College</a>.<br />
<br />
<em>Shared by: <a href="http://twitter.com/sbagley">Spencer Bagley</a>, <a href="http://twitter.com/Anniekperkins">Annie Perkins</a>, <a href="http://twitter.com/equitymathed">Equity MathEd</a>, <a href="http://twitter.com/blaw0013">Brian R Lawler</a>, <a href="http://twitter.com/KnotDoneYet">Nicole Bannister</a>, <a href="http://twitter.com/mdsteele47">Mike Steele</a>, <a href="http://twitter.com/LaurieRubel">Laurie Rubel</a>, <a href="http://twitter.com/MandyMathEd">Amanda Jansen</a>, <a href="http://twitter.com/ottensam">Samuel Otten</a>, <a href="http://twitter.com/LaurieRubel">LaurieRubel</a></em><br />
<br />
<strong>January 18</strong>: <a href="http://twitter.com/gfletchy">Graham Fletcher</a> put together a <a href="http://buildmathminds.com/fof-free1">Fraction Video Series called "The Foundation of Fractions</a>." The videos are presented with teachers as the audience, such as teachers who want to improve the way they teach fractions or the way they want to understand fractions themselves.<br />
<br />
<em>Shared by: <a href="http://twitter.com/Arhaskell">Amanda Haskell</a>, <a href="http://twitter.com/MathletePearce">Kyle Pearce</a>, <a href="http://twitter.com/approx_normal">Shawna Hedgepeth</a>, <a href="http://twitter.com/jenniferklawler">Jennifer Lawler</a>, <a href="http://twitter.com/mathcoachrivera">Georgina Rivera</a>, <a href="http://twitter.com/MikeFlynn55">Mike Flynn</a>, <a href="http://twitter.com/mlepcampbell">Emily Campbell</a>, <a href="http://twitter.com/jgough">Jill Gough</a>, <a href="http://twitter.com/pamjwilson">Pam J. Wilson</a>, <a href="http://twitter.com/BridgetDunbar">Bridget Dunbar</a>, <a href="http://twitter.com/MatthewOldridge">Matthew Oldridge</a>, <a href="http://twitter.com/MrsNewell22">Chrissy Newell</a>, <a href="http://twitter.com/gfletchy">Graham Fletcher</a></em>Raymond Johnsonhttp://www.blogger.com/profile/14213559862857292867noreply@blogger.comDenver, CO, USA39.7392358 -104.99025139.3486558 -105.635698 40.1298158 -104.344804