How might we deepen our understanding of NCTM’s teaching practices? What if we team to learn and practice?

For our first session of **Embolden Your Inner Mathematician**, we focus on **Subitizing and Number Talks****: Elicit and use evidence of student thinking****.**

From *Principles to Actions: Ensuring Mathematical Success for All*

**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.*

And, from Taking Action: Implementing Effective Mathematics Teaching Practices in K-Grade 5

*Meeting the demands of world-class standards for student learning requires teachers to engage in what as been referred to as “ambitious teaching.” Ambitious teaching stands in sharp contrast to what many teachers experienced themselves as learners of mathematics. (Smith, 3 pag.)*

*In ambitious teaching, the teacher engages students in challenging tasks and collaborative inquiry, and then observes and listens as students work so that she or he can provide an appropriate level of support to diverse learners. The goal is to ensure that each and every student succeeds in doing meaningful, high-quality work, not simply executing procedures with speed and accuracy.* (*Smith, 4 pag.)*

Worth repeating:

The goal is to ensure that each and every student succeeds in doing meaningful, high-quality work, not simply executing procedures with speed and accuracy.

Let’s pay attention to the whole child. Content is mission critical, but so are disposition and efficacy. What if we learn more about our students disposition to support the social/emotional well-being of our mathematicians? How might we elicit and use evidence of student thinking to understand assumptions/beliefs about learning math?

We used the following exploratory talking points from Elizabeth Statmore:

To learn more about cultivating exploratory talk, read *#TMC14 GWWG: Talking Points Activity – Cultivating Exploratory Talk through a Growth Mindset Activity*.

What is we use powerful tools to elicit student thinking? How might we learn about students to deeply understand them as mathematicians?

And then, what actions do we take to ensure mathematical success for all?

#ChangeTheFuture

#EmbraceAmbitiousTeaching

#EmboldenYourInnerMathematician

Leinwand, Steve. *Principles to Actions: Ensuring Mathematical Success for All*. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Smith, Margaret Schwan., et al. *Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5*. The National Council of Teachers of Mathematics, 2017.

Statmore, Elizabeth. “Cheesemonkey Wonders.” *#TMC14 GWWG: Talking Points Activity – Cultivating Exploratory Talk through a Growth Mindset Activity*, 1 Jan. 1970.