On this page, you’ll find resources from the Dynamic Discussions series of online discussions hosted by WI-AMTE.
March 11, 2020: Mathematics Enthusiast Paper Study 1
Thanks to Mathew Felton-Koestler, we had a great discussion on bringing social justice into the mathematics method/content classroom. Our next paper study will focus on professional development for methods teacher in early/mid April.
Here is the video.
February 12, 2020: Wisconsin Math Standards
The public review of the standards will continue until Feb 28th. Please give your comments at: Wisconsin Math Standards Public Input. For more information about the process including an article on the process, click here.
During our discussion, the book Mathematics for Human Flourishing was discussed. There was also discussion about possible inclusion of equity in the standards. Two resources are the Seattle Public Schools: K-12 Math Ethnic Studies Framework and the Just Equation website.
January 8, 2020: Flipped Classrooms: What Can We Learn?
Here is the video of our discussion: Flipped Classrooms: What Can We Learn?
December 11, 2019: The State of Mathematics Teaching: What Does The Future Hold?
Here is the video from our December discussion: The State of Mathematics Teaching: What Does The Future Hold?
November 13, 2019: Rethinking the K-12 Math Curriculum in World Requiring Data Fluency
Here is the video from our dynamic discussion: Data Fluency Video
The podcast our discussion built off of can be found at: America’s Math Curriculum Doesn’t Add Up.
October 9, 2019: Fractions
Thanks to everyone who could join use on Wednesday. The video of the session can be found at: Dynamic Discussion: Fraction Video.
Lynn Schaal shared each of the following as resources to use when teaching fractions: Beyond Pizza and Pies Activity 1, Beyond Pizza and Pies Activity 2, Beyond Pizza and Pies Unequal Fraction Task, Fractions on a Number Line, and Pattern Block Activity.
May 21, 2019 A Celebration of Learning: Great Tasks
Thanks everyone who attended our session last Tuesday. The video for the session can be found at: Dynamic Discussion 5 Video.
The tasks that were shared:
Jenny Sagrillo (UW Milwaukee) shared the scooter task (a modification of the classic cell phone problem that can lead to some mathematical modeling) and the Wet Box Task (an open ended task using geometric measurement).
Crystal Vesperman (La Crosse Public Schools) showed how she uses Main Street USA.
April 26, 2019 Discourse in Classroom
During the session, we examined whole class and small group discourse and the ways that both can be facilitated. We examined this small group interaction video noting the teacher moves (drop-ins, listening for key vocabulary, giving useful hints without giving aware answers) and also discussing how to work with quiet students who might have big ideas.
We then transitioned into facilitating productive whole class discussion by discussing Michael Steele’s (UW Milwaukee) article. The transcripts for this article are at: Transcript 1 and Transcript 2 (with teacher moves)
March 19, 2019: Formative Assessment
Thanks everyone who attended. We examined a number of different areas of formative assessment:
ExAMPLES of ForMATIVE ASSESSMENT
Kaelynn Disch (UWL Preservice Teacher) and Rachel Tippery (UWL Preservice Teacher) presented a pair of formative assessment they did in their placements. Kaelynn probed student’s understanding of GCF. Rachel examined student’s understanding of solving inequalities by doing an error analysis. Both teachers used sentence starters to help students focus on academic vocabulary.
Ken Schelper shared videos he has students do to explain their understanding of big ideas. People wondered about the time length needed to evaluate these and offered suggestions suggestions such as putting a time limit on the videos or having students work in groups:
USING FORMATIVE ASSESSMENT THROUGHOUT THE A LESSON
Michael Steele (UW Milwaukee) led a discussion about using formative assessment throughout a lesson – not just at the beginning or end. He suggested using them at every transition (whole class to small group, small group to individual) to determine if students have reached desired understanding. He suggested using One Note as a method of recording student progress to make this determination. Here is an example:
Lori Williams (Manitowoc Public Schools) brought up the idea of a hinge question. The hinge question is used to gauge the impact of a lesson. Next steps, planning and instruction-wise “hinge” on responses to this question. The hinge question typically occurs near the end of the lesson or at a “hinge point” within the lesson. As noted, the hinge question is that “deal-breaker question” for any lesson, since success of any given lesson hinges on the responses to the question. Responses indicate whether a teacher can move from one important idea or concept to the next. As such, a hinge question impacts both planning and instruction. Here are a few guidelines to consider when developing hinge questions:
· Design hinge questions that elicit the right response for the right reason.
· When using multiple-choice hinge questions, incorrect responses should be interpretable.
· It should take about 2 minutes to ask the hinge question and consider student responses.
For more information, here are a pair of videos:
OTHER RESOURCES FOR FORMATIVE ASSESSMENT
February 19, 2019: Differentiation, Intervention, and Remediation
Thanks to every one who attended tonight. The slides used during the presentation are here: Dynamic Discussion: Differentiation/Intervention/Remediation Slides from Session 2. Here is the link from the video of the session Video of Session 2.
Remember that differentiation, intervention, and remediation is really about being able to reach each and every one of our mathematics learners. Some resources we find helpful in thinking about that:
Here are the links to the texts that were discussed during the discussion:
Here is the differentiated student work that Lynn Schaal (New London) presented: Differentiated Student Work
Next time, we’ll get into issues of how we figure out who needs tailored supports for learning by looking at formative assessment. Here is a preview of this from some work by Lori Williams (President of WMC): Trigonometric Formative Assessment
January 15, 2019: Problem Solving
Thanks to every one who attended our first session. The slides used during the presentation are here: Dynamic-Discussions-of-Math-Problem-Solving. The video of the sessions is found at https://www.youtube.com/watch?v=GxUMq7Cw2Zc&feature=youtu.be
One of the most significant challenges in engaging students in problem solving is finding worthwhile group-worthy tasks of high cognitive demand. We’ve included a few of those tasks here that are featured in our conversation, and a set of links to additional resources that feature high cognitive demand mathematical tasks at a variety of levels.
Robot Races (Source: Illustrative Mathematics) RP S8.1 Robot Races
Cruise Ship Task (good for middle school/high school Algebra topics) Cruise Ship Task
Gardening Together (Grade 4/5) Gardening Together
Ruby the Mouse (Grade 2) Ruby the Mouse
Algebra Linear and NonLinear Task (Grade 7-10) Algebra Linear and Nonlinear Task
Equal Shares Task (Grade 1) Equal Shares Task Grade 1
Division Task (Grade 5) Division Task
Adding Fractions Task (Grade 4-6) Adding Fractions
Juice Box Packaging Task (Grade 6-7, Surface Area Volume) Juice Box Packaging
Measuring Mania Task (Grade 4) Measuring Mania
Spider Pythagorean Theorem Task (Grade 8-10) Spider Pythagorean Theorem Task
- Online Sources for Rich Tasks
- The Illustrative Mathematics Project (http://illustrativemathematics.org/)
- NCTM’s Illuminations website (http://illuminations.nctm.org/)
- Three-Act Math Tasks
- Robert Kaplinsky (http://robertkaplinsky.com)
- Mathalicious (http://www.mathalicious.com)
- The Math Forum (http://mathforum.org), the NCTM teacher journals, and tasks from the #mtbos
- MARS Assessment Project map.mathshell.org
- Taking Action, Navigations, and Common Core book series from NCTM
- Howard County (MD) Public Schools Office of Mathematics (hcpss.instructure.com/courses/1609)
- Student-centered middle and high school curricula, such as: