Host: Kaneka Turner
Kaneka Turner is a math educator who serves the local education community in and around Charlotte, NC. After serving Charlotte-Mecklenburg schools as district math specialists, math coach and elementary classroom teacher for 18 years, she started Reimage Mathematics with the hope of reframing the negative image of math learning for adults and children. Having been “raised” within the structures of a large urban school district, she understands the many complexities that exist in public education and seeks to serve districts and schools as they address equity in math education for all.
She is currently serving as Lead Grade 4 Writer for Illustrative Mathematics OER, Elementary Math Curriculum to be released in August of 2021. She believes that learning is deeply personal and emotional and that supporting the needs of learners and the adult learners who teach and lead them is among the most important work we will do in this life.
Kaneka is also a member of our teaching faculty at Mount Holyoke College for our Master of Arts in Teaching Mathematics Program.
September 23 – Steve Leinwand
Building the Practice of Gradual Reveal Into Our Instruction
Description: Teachers have known for years the power of gradual reveal when teaching reading. It’s time to apply this powerful strategy to mathematics. In this workshop, we’ll look at using the gradual reveal strategy on word problems, data tables, graphs, patterns and geometric figures – all in support of generating higher levels of motivation and student engagement.
When you finish watching the video, please share your feedback using this form: Session 1 Feedback Form
September 30 – Chris Nho
Math Teachers as Mathematicians
Description: Imagine literacy teachers that never read books or social science teachers who ignore current events. It seems unnatural to disassociate literacy and social science teachers from their identities as readers, writers, and historians. Do we expect math teachers to be doing mathematics for enjoyment? All of our students deserve to see math as dynamic, challenging, and joyful. As educators, we can better create those opportunities when we catch the excitement that comes from math-ing ourselves.
When you finish watching the video, please share your feedback using this form: Session 2 Feedback Form
October 7 – Dr. Kris Childs
Every Child Deserves an Opportunity to Speak – Discontinuing the Practices of Hand Raising
Description: Do you have students who always raise their hand? Do you have students who never raise their hand? Do you have students who are afraid to respond to posed questions? This session will provide participants with effective strategies to facilitate rich mathematical conversations, pose purposeful questions, and engage ALL student learners.
When you finish watching the video, please share your feedback using this form: Session 3 Feedback Form
October 14 – Lauren Baucom
Aligning Practice to Instructional Vision
Description: What is your vision for the perfect mathematics classroom? Together, we will reflect on how we can shape our practice to more closely align with our vision for the perfect mathematics classroom through the use of high quality mathematics tasks and instructional routines.
When you finish watching the video, please share your feedback using this form: Session 4 Feedback Form
October 21 – Andrew Stadel
Empowering Students Through Estimation
Description: Math curriculum often prevents students from having stronger number sense and mathematical reasoning, so I designed a workshop for math teachers that uses estimation tasks and a framework of tips and tools to strengthen the number sense and mathematical reasoning skills of their students. The workshop includes activities and strategies connected to the following topics: Why is number sense and math reasoning so important? How do I empower students through estimation? How do I connect estimation to what I’m already doing?
When you finish watching the video, please share your feedback using this form: Session 5 Feedback Form
October 28 – Fawn Nguyen
Building Visual Patterns into Your Warm-Up Routine
Description: I’d love to share with you how I use visual patterns as one of my warm-up routines. I’ll share key questions to ask students, helpful structures to build algebraic reasoning, and ways to kick it up a few notches once your students are familiar with working with patterns. With faithful implementation, using visual patterns provides a powerful tool to build confidence and flexibility in writing equations.
When you finish watching the video, please share your feedback using this form: Session 6 Feedback Form
November 4 – Dionne Aminata Samb
Our Math Stories: Instructional Practices for Inclusion
Description: Participants will reflect on their own math stories and I will share a bit of mine. We will discuss what instructional practices would reach students like us.
When you finish watching the video, please share your feedback using this form: Session 7 Feedback Form
November 11 – Geoff Krall
Inquiry: Plain and Tall
Description: Most initiatives for inquiry start grand and never come down. Even though the goals are noble, inquiry can be intimidating for teachers and students alike. What if we made inquiry a daily practice with easily approachable routines and lessons? This session will offer tasks and strategies that encourage inquiry from a practical, implementable standpoint, while keeping an eye on potential larger inquiry projects and all they have to offer.
When you finish watching the video, please share your feedback using this form: Session 8 Feedback Form
November 18 – Lauren Lamb
Teaching Math for Social Justice
Description: Housing redlining, the gender pay gap, and immigrant rights are often considered topics best suited for the humanities classroom. However, mathematics plays an important role in developing students’ understanding of the world and their role in it. Teaching mathematics for social justice hopes to achieve three goals: 1. developing students’ understanding of their world using mathematics, 2. empowering students to change social injustices using mathematics and 3. reflecting and valuing all students contributions to rehumanize the field and make mathematics more accessible and equitable. Join us for a discussion that explores the powerful intersection of mathematics and social justice.
When you finish watching the video, please share your feedback using this form: Session 9 Feedback Form
December 2 – Michelle Williams
Response to Intervention: Using theVertical Alignment to Close the Achievement Gaps in Middle School
Description: In this session math educators will learn how to use the prerequisite skills and the vertical alignment of skills to create a plan of action for Tier 2 intervention.
When you finish watching the video, please share your feedback using this form: Session 10 Feedback Form