On Wednesday, March 28, 2018, Jennifer Wilson (@jwilson828) and I co-facilitated the first webinar in a four-part series on the Eight Mathematics Teaching Practices from NCTM’s Principles to Actions: Ensuring Mathematical Success for All.
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Establish Mathematics Goals to Focus Learning, and
Elicit and Use Evidence of Student Thinking.
Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.
- How might we communicate with clarity to ensure that learners are focused on high quality mathematical goals?
- What types of tasks provide opportunities for learners to notice, note, wonder, and take action as agents of their own learning?
Agenda:
| 7:00 | Opening remarks
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| 7:05 | Establish mathematics goals to focus learning #LL2LU
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| 7:10 | Let’s Do Some Math: Illustrative Math – Fruit Salad?
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| 7:25 | Quotes from Taking Action |
| 7:30 | Elicit and use evidence of student thinking #LL2LU |
| 7:35 | Let’s Do Some Math
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| 7:45 | Elicit and use student thinking – Social-Emotional Talking Points – Elizabeth Statmore
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| 7:55 | Close and preview next webinar in the series.
Implement tasks that promote reasoning and problem solving, and use and connect mathematical representations. |
Some reflections from the chat window:
- I learned to pay attention to how my students may first solve the problem or think about it prior to me teaching it to try and see connections that are made or how I can meet them. ~C Heikkila
- I learned how to pay attention to how I introduce tasks to students. Sometimes I place limits on their responses by telling them what I expect to see in their responses as it relates to content topics. I will be more mindful about task introduction. ~M Roland
- I learned to pay more attention to mathematical operations, and to look for more solutions that can satisfy the given problem. ~B Hakmi
- I also learned the importance of productive struggle and to be patient with my students. ~M James
- I’m thinking about how to encourage my teachers to intentionally teach the mathematical practices. ~M Hite
- I learned to pay attention to the learning progressions so I can think of the work as a process and journey. ~B Holden
- A new mathematical connection for me was the idea of graphing values for the product example. ~A Warden
- I learned to pay attention to peer discussions to discover how well students are learning the concepts. ~M Grech
- Am I anticipating the roadblocks to learning? ~L Hendry
An audio recording of the webinar and the chat transcript can be viewed at NCTM’s Partnership Series page.
Cross posted at Easing the Hurry Syndrome
Experiments in Learning by Doing 
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