Summer Literacy and Mathematics Professional Learning
June 5-9, 2017
Day 2 – Mathematical Flexibility
Jill Gough and Becky Holden
Today’s focus and essential learning:
I can demonstrate mathematical flexibility to show what I know in more than one way.
(but , what if I can’t?)
Learning target and pathway:
Mathematics is a subject that allows for precise thinking, but when that precise thinking is combined with creativity, flexibility, and multiplicity of ideas, the mathematics comes alive for people (Boaler, 58 pag.)
…we know that what separates high achievers from low achievers is not that high achievers know more math, it is that they interact with numbers flexibly and low achievers don’t. (Boaler, n. pag.)
UED: 8:45 – 11:15 / EED: 1:15 – 2:45
- Boaler, Jo. “How to Learn Math: For Students.” Lagunita, Courses List. Stanford University, n.d. Web. 04 June 2017.
- Boaler, Jo. Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages and Innovative Teaching (p. 58). Wiley. Kindle Edition.
- Bourassa, From Mary, and From Andrew Gael. “Which One Doesn’t Belong?” Wodb.ca. N.p., n.d. Web. 01 June 2017.
- Diesen, Deborah, and Dan Hanna. The Pout-pout Fish Goes to School. New York, NY: Scholastic, 2015. Print.
- Gough, Jill. “#LL2LU Learning Progressions.” Experiments in Learning by Doing. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
- Stadel, Andrew. “Day 146.” Estimation 180. N.p., n.d. Web. 06 June 2017
As part of our practice, we offer in-house summer professional learning around literacy and numeracy.
There are two strands that both focus on the workshop model and conferring with students in literacy and in math. Tiffany Coleman (@TColemanReads
)and Lisa Eickholdt (@LisaEickholdt)
will each join us on June 5th and 6th, respectively, to further our work in conferring. On June 7th, Marsha Harris (@MarshaMac74
) will round out the literacy work with a session on differentiation. Jill Gough (@jgough
) and Becky Holden (@bholden86
) will facilitate three days of interactive math learning so that it parallels the work in literacy.
Here’s the big picture view of the professional learning days:
Our essential learnings are based on ALT’s goal for all faculty-learners:
How do we effectively lead mathematics education in the era of the digital age? We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.
To build confidence as well as a more visual approach to elementary mathematics learning and teaching, we have designed ongoing, early morning, job-embedded professional learning around teaching practices and current research.
At the end of the semester, teacher-learners should be able to say:
- I can exercise mathematical flexibility to show what I know in more than one way.
- I can make sense of tasks and persevere in solving them.
- I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.
The weekly schedule of topics are as follows:
If you are interested in emboldening your inner mathematician and would like to join us, please contact us for additional details.
Jill Gough | Director of Teaching & Learning
Experiments in Learning by Doing | Jill Gough notes
email@example.com | @jgough
Trinity School | www.trinityatl.org
4301 Northside Parkway | Atlanta, GA 30327
Phone 404.240.6220 | Fax 404.231.8111