In her #CMCS15 session, Jessica Balli (@) challenges us to consider how we might redefine mathematical proficiency for teachers and students. Are our actions reflecting a current definition or are we holding on to the past?
How might we engage with the Standards for Mathematical Practice to help all redefine what it means to be ‘good at math’?
Do we value process and product? Are we offering opportunities to our learners that cause them to struggle, to grapple with big ideas, to make sense and persevere?
Do we value our learners’ previous knowledge or do we mistakenly assume that they are blank slates? What if we offer our learners opportunity to show what they know first? How might we use examples and non-examples to notice and note and then revise?
What if we take up the challenge to walk the walk to prove to our learners (and ourselves) that a first draft is not the same as a final draft?