Effective Practices for Advancing the Teaching and Learning of K-5 Mathematics
Register here: Effective Practices Registration
Hosts
Mike Flynn and Sarah Bent
January 13 – Session 1
Tracy Zager – Lost in Translation: From Writer’s Workshop to Leveled Math Groups
Description: In K–5, we often take ideas from literacy and apply them to math. Sometimes that works well, e.g., sense-making strategies for story problems. Sometimes, however, we oversimplify an approach, losing its power and purpose. In this session, we’ll look at grouping formats used in elementary math today (such as math workshop or guided math) through this lens. What were the original ideas? What have they morphed into? What does that transformation mean for students?
You can watch the session with captions here: Session 1 with Captions
When you finish watching the video, please share your feedback using this form: Session 1 Feedback Form
January 20 – Session 2
Kristin Gray – Writing in Mathematics: The Why, When, and How
Description: Writing in math promotes a deeper understanding of concepts and procedures. NCTM highlights that, “Students who have opportunities, encouragement, and support for speaking, writing, reading and listening in mathematics classes reap dual benefits: they communicate to learn mathematics, and they learn to communicate mathematically.” Writing can promote an individualized and constructive approach to learning, but is more complex than giving students a journal. In this session, we will discuss opportunities and structures to support writing in math class.
You can watch the session with captions here: Session 2 with Captions
When you finish watching the video, please share your feedback using this form: Session 2 Feedback Form
January 27 – Session 3
Christina Tondevold – Stop Teaching Strategies, Start Teaching Sense
Description: Too often students have been taught multiple strategies but then never use them or get them all confused. This session will investigate why we need to help children develop strategies, instead of teaching them, in a manner that makes sense and lays a solid foundation which can be transferred to addition and subtraction of all numbers.
When you finish watching the video, please share your feedback using this form: Session 3 Feedback Form
February 3 – Session 4
Kaneka Turner – Using Routines to Promote Access
Description: In this session we will examine 3 frequently used routines, assumptions we may bring to each routine, intentional moves we might make within each routine to promote access and equity and consider benefits of using a routine for targeted instruction.
You can watch the session with captions here: Session 4 with Captions
When you finish watching the video, please share your feedback using this form: Session 4 Feedback Form
February 10 – Session 5
Zak Champagne – Playing the Long Game: Examining Routines, Tasks, and Structures that Support Student Learning Over Time
You can watch the session with captions here: Session 5 with Captions
When you finish watching the video, please share your feedback using this form: Session 5 Feedback Form
February 24 – Session 6
Graham Fletcher – Building Math Residue with Lessons that Stick
Description: Many times throughout the course of a year, we teach a lesson and the understanding goes out with the trash because student retention is minimal. What only makes things worse is that all the misconceptions we thought we addressed resurface towards the end of a unit. Let’s explore how task selection can play a pivotal role in building math residue. Mathematical residue helps understanding stick and it can reduce the number of times that misconceptions rear their ugly head.
You can watch the session with captions here: Session 6 with Captions
When you finish watching the video, please share your feedback using this form: Session 6 Feedback Form
March 2 – Session 7
Mario Valdez – Releasing Control to Our Students Through Socratic Sense-Making
You can watch the session with captions here: Session 7 with Captions
When you finish watching the video, please share your feedback using this form: Session 7 Feedback Form
March 9 – Session 8
Howie Hua – Counting Around the World
When you finish watching the video, please share your feedback using this form: Session 8 Feedback Form
March 16 – Session 9
Marian Dingle – The Singing Math Teacher: Using Music to Connect to Memory and Joy
Description: Are you looking for a fun way to make sense of mathematics through music? Music is a powerful medium that can be used to help students build conceptual knowledge. Once called The Singing Math Teacher by a parent, I have used my love of music to create songs, rhythms and chants that have become consistent features in my mathematics classroom. Join me for an exciting session in which you will learn to create your own!
You can watch the session with captions here: Session 9 with Captions
When you finish watching the video, please share your feedback using this form: Session 9 Feedback Form
March 23 – Session 10
Marta Garcia – Productive Lingering – Nudging Beyond Noticing
Description: During this session, we will spend time examining strategies that support productive lingering. We will engage in mathematics tasks and then unpack the opportunities that the task opened up for productive lingering. We will analyze three aspects of lingering and connect those aspects to the mathematics we worked on. The connections to mathematical argument and the role of representation based proof will be examined as well.
When you finish watching the video, please share your feedback using this form: Session 10 Feedback Form
April 6 – Session 11
Christopher Danielson – Looking for Mathematical Structure
Description: What does it mean to “Look for and make use of structure”? We’ll explore this question across a couple of contexts, including counting and patterns. An important outcome will be noticing that there are usually many ways to see and describe mathematical structures, and this fact opens opportunities for more people with diverse experiences and viewpoints to participate in mathematics.
When you finish watching the video, please share your feedback using this form: Session 11 Feedback Form
April 13 – Session 12
Annie Fetter – Connecting Concepts and Procedures by Leveraging Students’ Methods
Description: Traditional math classes are often very procedure oriented, since the ultimate goal tends to be to get answers quickly. More and more educators are focusing on developing conceptual understanding, but sometimes struggle to connect that to the procedures that we do, in the end, want students to be able to use. We’ll explore one example of the concept-method-procedure continuum, and talk about how to apply it more generally.
When you finish watching the video, please share your feedback using this form: Session 12 Feedback Form