Category Archives: Questions

#ShowYourWork, make sense and persevere, flexibility with @IllustrateMath

How might we learn to show our work so that a reader understanding without having to ask questions? As we work with our young learners, we want them to grow as mathematicians and as communicators.

We ask students to show their work so that a reader understands without having to ask them questions. What details should we add so that our thinking is visible to others?

To show (and to assess) comprehension, we are looking for mathematical flexibility.

I taught 6th grade math today while Kristi and her team attended ASCD.  She asked me to work with our students on showing their work.  Here’s the plan:

Learning goals:

  • I can use ratio and rate reasoning to solve real-world and mathematical problems.
  • I can show my work so that a reader can understanding without having to ask questions.

Activities:

Learning progressions:

Level 4:
I can demonstrate mathematical flexibility with ratio and rate reasoning to show what I know more than one way using tables, equations, double number lines, etc..

Level 3:
I can use ratio and rate reasoning to solve real-world and mathematical problems.

Level 2:
I can make tables of equivalent ratios relating quantities with whole-number measurements, and I can use tables to compare ratios.

Level 1:
I can use guess and check to solve real-world and mathematical problems.

Anticipated solutions:

Sample student work:

Mathematizing Read-Alouds

Mathematizing Read-Alouds
KSU Conference on Literature for Children and Young Adults
March 21, 2017
Becky Holden, Trinity School
Megan Noe, Trinity School
Jill Gough, Trinity School

How might we deepen our understanding of numeracy using Children’s literature? What if we mathematize our read aloud books to use them in math as well as reading and writing workshop? We invite you to listen and learn while we share ways to deepen understanding of numeracy and literacy. Come exercise your mathematical flexibility to show what you know more than one way.

Books on which to practice:

Revealing Reader’s Thinking: Doodling, Digitalizing, and Deepening Learning

Revealing Reader’s Thinking:
Doodling, Digitalizing, and Deepening Learning
KSU Conference on Literature for Children and Young Adults
March 20 and March 21
Amanda Thomas, Trinity School
Jill Gough, Trinity School

We invite you to listen and learn while we share ways to enhance the Reader’s Notebook. We will demonstrate ways to reveal student thinking through multiple strategies and modalities inspired by Lester Laminack, Kylene Beers, Robert Probst, Jennifer Serravallo, Lucy Calkins, and more! Experience something you can try out tomorrow!

Don’t miss the artifacts of student learning in our slide deck. Just click on this slide to access the complete deck.

Resources

Sample Reader’s Response learning progressions  

Sneak peek: Leading Mathematics Education in the Digital Age

Leading Mathematics Education in the Digital Age
2017 NCSM Annual Conference
Pre-Conference Session
Sunday, April 2, 2017 from 1:00-5:00 p.m.
Jennifer Wilson
Jill Gough

How can leaders effectively lead mathematics education in the era of the digital age? There are many ways to contribute in our community and the global community, but we have to be willing to offer our voices. How might we take advantage of instructional tools to purposefully ensure that all students and teachers have voice: voice to share what we know and what we don’t know yet; voice to wonder what if and why; voice to lead and to question.

Sneak peek for our session includes:

How might we strengthen our flexibility to make sense and persevere? What if we deepen understanding to show what we know more than one way?

Interested? Here’s a sneak peek at a subset of our slides as they exist today. Disclaimer: Since this is a draft, the slides may change before we see you in San Antonio.

I wonder what Jennifer’s sneak peek looks like? Do you?

Using technology alongside #SlowMath to promote productive struggle

Using technology alongside #SlowMath
to promote productive struggle
2017 T³™ International Conference
Sunday, March 12, 8:30 – 10 a.m.
Columbus AB, East Tower, Ballroom Level
Jennifer Wilson
Jill Gough

One of the Mathematics Teaching Practices from the National Council of Teachers of Mathematics’ (NCTM) “Principles to Actions” is to support productive struggle in learning mathematics.

  • How does technology promote productive struggle?
  • How might we provide #SlowMath opportunities for all students to notice and question?
  • How do activities that provide for visualization and conceptual development of mathematics help students think deeply about mathematical ideas and relationships?

[Cross posted at Easing the Hurry Syndrome]

Read, apply, learn

Read, apply, learn
`2017 T³™ International Conference
Saturday, March 11, 8:30 – 10 a.m.
Columbus H, East Tower, Ballroom Level
Jennifer Wilson
Jill Gough

How might we take action on current best practices and research in learning and assessment? What if we make sense of new ideas and learn how to apply them in our own practice? Let’s learn together; deepen our understanding of formative assessment; make our thinking visible; push ourselves to be more flexible; and more. We will explore some of the actions taken while tinkering with ideas from Tim Kanold, Dylan Wiliam, Jo Boaler and others, and we will discuss and share their impact on learning.

[Cross posted at Easing The Hurry Syndrome]

Deep practice: building conceptual understanding in the middle grades

Deep practice:
building conceptual understanding in the middle grades
2017 T³™ International Conference
Friday, March 10, 10:00 – 11:30 a.m.
Dusable, West Tower, Third Floor
Jill Gough
Jennifer Wilson

How might we attend to comprehension, accuracy, flexibility and then efficiency? What if we leverage technology to enhance our learners’ visual literacy and make connections between words, pictures and numbers? We will look at new ways of using technology to help learners visualize, think about, connect and discuss mathematics. Let’s explore how we might help young learners productively struggle instead of thrashing around blindly.

[Cross posted at Easing The Hurry Syndrome]