Math Ed Said
November 25: Twitter traffic on my math ed Twitter list was light and scattered on Black Friday. The most-shared story ended up being the NY Times piece, "In Scotland, Trump Built a Wall. Then He Sent Residents the Bill."Shared by: Kay Endriss, Dan Bach, Margie Pearse, Keith Devlin, Karen King
November 26: Continuing the post-(U.S)-holiday weekend, five folks were sharing this fun linguistics piece from the NY Times originally published in 2013: "How Y'all, Youse and You Guys Talk." For the record, my answers (which I answered with the words I used where I grew up) indicated I was most similar to speakers in Des Moines, IA; Madision, WI; and Rockford, IL, which is pretty much exactly the area I'm originally from.
Shared by: Kathryn Freed, Megan Schmidt, Mary Williams, Shauna Hedgepeth, Marilyn Burns
November 27: I'd seen balance puzzles like this on paper, but thanks to some friendly sharers on Twitter I now know that EDC has "SolveMe Mobiles" online.
Shared by: Fred G. Harwood, Martin Joyce, Dan Allen, Andrew Gael, Math Coach Rivera, Mark Chubb, Robert Kaplinsky
November 28: Illustrative Maths asked teachers to blog about how they use IM tasks, like some teachers did with the "G-GPE Squares on a coordinate grid" task.
Shared by: Vanessa Cerrahoglu, Melissa Haun, Jennifer Wilson, Nita Cochran, David Petersen, Kate Nowak, Lisa Bejarano, Nik, Illustrative Maths
November 29: Robert Kaplinsky wrote, "What's the Difference Between Honors and Regular Math Classes?" Only once in my teaching career did I teach honors vs. non-honors sections, and in hindsight the difference between the two was pretty lame and largely an artifact of the school's schedule.
Shared by: Greg George, Jennifer Lawler, Rosa Serratore, Travis Lemon, Alison Hansel, Robert Kaplinsky
November 30: Writing in The Atlantic, Timothy Walker asked, "What Happens When Finnish Educators Teach in America's Public Schools?" The responses from several Finnish teachers who moved to and taught in the United States claim teaching in the U.S. is more restricted and rushed.
Shared by: Glenn Kenyon, Tyler Anderson, Stephanie Ryon, Mike Maki, Keith Devlin, Kate Fisher, Shelly Gibson, Russell West Jr.
December 1: Many of the math ed organizational Twitter accounts were promoting a webinar on December 5th titled "Collective Action to Develop Awareness: Equity and Social Justice in Mathematics Education." This is part of a quarterly webinar series on equity and social justice sponsored by NCSM, TODOS, AMTE, and NCTM.
Shared by: CMC - CA MathCouncil, TODOS, CMC - CA MathCouncil, Bryan Meyer, USU TeachMath, Mark Ellis, TCM - NCTM, NCTM - MT, NCSM
Around the Math Ed Web
I kept the last two TWiME posts (11/18 and 11/25) short in order to catch up following some busy traveling and holiday weeks, but in that time I attended Innov8 and took a lot of photos of the action there. In short, I was impressed with the conference and the mix of regular sessions, team time, and opportunities for small group conversations with experts in the Innovation Lounge.The most recent big conference event was last weekend's conference of the California Mathematics Council — South. #CMCmath tends to be a large and impactful event, so be on the lookout for conference recaps, video of the opening keynote, and visit the CMC-South conference pages for information and resources.
Note the changes in NCTM's Wednesday night chats this month: There will be a #TCMchat on December 14th around the article "Relational Thinking: What's the Difference?" by Ian Whitacre, Robert C. Schoen, Zachary Champagne, and Andrea Goddard. If you missed them, the most recent #MTchat is Storified here and the #MTMSchat is Storified here.
Here are the two most recent Global Math Department meetings:
And the next GMD meeting:
The Mathematics Leadership Programs at Mount Holyoke College has arranged for an online course starting in January 2017 that brings together many well-known math ed people from Twitter. Titled "Effective Practices for Advancing the Teaching and Learning of Mathematics (K-12)," the course features 10 sessions with 10 instructors: Kaneka Turner, Graham Fletcher, Elham Kazemi, Zak Champagne, Kristen Gray, Dan Meyer, Tracy Zager, Mike Flynn, Fawn Nguyen, and Andrew Stadel.
Did you know it's Computer Science Education Week? What are you going to code/build/connect/engineer? What about your students?
Research Notes
Ready for March 2017? Elsevier's way of publishing new papers on a rolling basis means we're already seeing articles slated for the March 2017 issue of The Journal of Mathematical Behavior:- Preservice teachers' pictorial strategies for a multistep multiplicative fraction problem by Jae M. Baek, Illinois State University; Megan H. Wickstrom, Montana State University; Jennifer M. Tobias, Illinois State University; Amanda L. Miller, Illinois State University; Elif Safak, Florida Gulf Coast University; Nicole Wessman-Enzinger, George Fox University; and J. Vince Kirwan, Kennesaw State University
- Looking back to the roots of partially correct constructs: The case of the area model in probability by Gila Ron, Tel Aviv University and Ohalo College; Tommy Dreyfus, Tel Aviv University; and Rina Hershkowitz, Weizmann Institute of Science
 |
| Ilana Horn at the 2016 Innov8 Conference |
- A Taxonomy of Instructional Learning Opportunities in Teachers' Workgroup Conversations by Ilana Seidel Horn, Vanderbilt University; Brette Garner, Vanderbilt University; Britnie Delinger Kane, University of Colorado Denver; and Jason Brasel, University of Michigan
- Mathematics Anxiety: One Size Does Not Fit All by Kathleen Jablon Stoehr, Santa Clara University
- Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency? by Pamela M. Seethaler, Lynn S. Fuchs, and Douglas Fuchs, Vanderbilt University; and Donald L. Compton, Florida State University
- How Teacher and Classroom Characteristics Moderate the Effects of Four Elementary Math Curricula by Roberto Agodini, Plainsboro, NJ; and Barbara Harris, Mathematica Policy Research
- Content-Focused Coaching: Five Key Practices by Lynsey Gibbons, Boston University; and Paul Cobb, Vanderbilt University
- Influence of Writing Ability and Computation Skill on Mathematics Writing: The Elementary School Journal by Sarah R. Powell, University of Texas at Austin; and Michael A. Hebert, University of Nebraska-Lincoln
- Experiencing teaching and learning quantitative reasoning in a project-based context by Tracey Muir, Kim Beswick, Rosemary Callingham, and Katara Jade, University of Tasmania
- Influence of proportional number relationships on item accessibility and students' strategies by Michele B. Carney, Boise State University; Everett Smith, University of Illinois; Gwyneth R. Hughes, University of Wisconsin; Jonathan L. Brendefur, Boise State University; and Angela Crawford, Boise State University
- Primary teachers notice the impact of language on children's mathematical reasoning by Leicha A. Bragg, Sandra Herbert, Esther Yoon-Kin Loong, Colleen Vale, and Wanty Widjaja, Deakin University
- What secondary teachers think and do about student engagement in mathematics by Karen Skilling, King's College London; Janette Bobis, The University of Sydney; Andrew J. Martin, University of NSW, Kensington; Judy Anderson, The University of Sydney; and Jennifer Way, The University of Sydney
- A design study to develop young children's understanding of multiplication and division by Brenda Bicknell, University of Waikato; Jenny Young-Loveridge, University of Waikato; and Nhung Nguyen, Open Polytechnic
- Curriculum enactment patterns and associated factors from teachers' perspectives by Ji-Won Son, University of Buffalo; and Ok-Kyeong Kim, Western Michigan University
- Where is the bigger picture in the teaching and learning of mathematics? by Satsope Maoto, Kwena Masha, and Kgaladi Maphutha, University of Limpopo
- A square in drag as concrete universal; or, Hegel as a Sketchpad programmer by Zain Davis, University of Cape Town
- Proportional reasoning ability of school leavers aspiring to higher education in South Africa by Vera Frith and Pam Lloyd, University of Cape Town
Math Ed in the News
I looked for articles and was generally disappointed. If you read anything, I suggest getting caught up with the results of the latest TIMSS test. This EdWeek article covers the highlights. You can take a deeper look with this NCES report or this webinar:Math Ed in Colorado
Mathematics Design Collaborative
Last week I joined math teachers and leaders for a meeting of the Mathematics Design Collaborative, a CEI-led effort that includes teachers from Thompson School District, Jeffco Public Schools, and Montezuma-Cortez. The collaborative serves to support high-quality formative assessment and classroom discourse, using tools like the Shell Center's formative assessment lessons and Achieve the Core's coaching tool. If you'd like to know more or be put in touch with the right people at CEI, let me know.Colorado Math Leaders
The next CML meeting will be Wednesday, December 14 from 9:00-12:00 in Harrison School District 2, Colorado Springs.CDE Launches Online Standards Feedback System
The Colorado Department of Education (CDE) is currently developing its plan to guide the upcoming standards review and revision process and is actively seeking the input of all interested parties to inform its planning process. In addition to the general standards perception survey that was open in October and November, CDE has launched an online standards review system. Unlike the perception survey, the online standards review system will enable all Coloradoans to provide specific feedback on each and every expectation within all 10 content areas of the Colorado Academic Standards. The online system will accept feedback from Wednesday, Nov. 9 through Friday, Dec. 30. The online standards feedback system can be found at http://www.cde.state.co.us/standardsandinstruction/casreview.The results of the survey and feedback received through the online system will inform the department's planning for the upcoming review and revision of the standards, required by Senate Bill 08-212, known as Colorado's Achievement Plan for Kids (CAP4K). The law requires a review and revision of the Colorado Academic Standards on or before July 1, 2018, and every six years thereafter.
In early 2017, CDE will provide comprehensive information about the timeline and phases of the standards review and revision process as well as information about how to become involved. This will begin robust public engagement throughout the state and through social media. If you would like to receive regular updates on the standards review and revision process, you can sign up here: https://www.surveymonkey.com/r/standardsupdate.