Tag Archives: #CMCS15

#SlowMath: look for meaning before the procedure

In her #CMCS15 session, Jennifer Wilson (@jwilson828) asks:

How might we leverage technology to build procedural fluency from conceptual understanding?  What if we encourage sketching to show connections?

What if we explore right triangle trigonometry and  equations of circles through the lens of the Slow Math Movement?  Will we learn more deeply, identify patterns, and make connections?

How might we promote and facilitate deep practice?

This is not ordinary practice. This is something else: a highly targeted, error-focused process. Something is growing, being built. (Coyle, 4 pag.)

What if we S…L…O…W… down?

How might we leverage technology to take deliberate, individualized dynamic actions? What will we notice and observe? Can we Will we What happens when we will take time to note what we are noticing and track our thinking?

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What is lost by the time we save being efficient, by telling? How might we ask rather than tell?

#SlowMath Movement = #DeepPractice + #AskDontTell

What if we offer more opportunities to deepen understanding by investigation, inquiry, and deep practice?


Coyle, Daniel (2009-04-16). The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How. Random House, Inc.. Kindle Edition.

HMW walk the walk: 1st draft doesn’t equal final draft

In her #CMCS15  session, Jessica Balli (@JessicaMurk13) 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?

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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?

Mistakes: it’s what you do next…

Mistakes: everybody makes them; the key is what happens next.

In his #CMCS15  session, Making Math Mistakes and Error Analysis: Diamonds in the Rough session, Andrew Stadel (@mr_stadelDivisible by 3, and Estimation 180) challenges us to make our thinking visible and to seize opportunities to deepen understanding.

  • Math mistakes are a valuable window into student thinking
  • Analysis of mistakes can help drive instruction, curb student misconceptions, and strengthen formative assessment.

How might we strength formative assessment to spur action?  Knowing is not enough.  What if we bright spot work found in the mistake to show something was going well?

AndrewStadelCMCS

Do we practice?  How often do we reflect on our struggles? Knowing what went well and where we struggled, how might we consider taking new tack in what we do next?

Do something different… It’s what happens next.