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@jwilson828 @jgough

Easing the Hurry Syndrome Experiments in Learning by Doing

**Mathematics Teaching Practices
**

Implement Tasks that Promote Reasoning and Problem Solving

Use and Connect Mathematical Representations

Norms: Hopes & Dream of how we will be

All students need time to think

before responding to a teacher’s

question, talking with a partner, or

following a classmate’s strategy

presented to the whole group.

Grace Kelemanik, Amy Lucenta, Susan Janssen

Kelemanik, Grace, Amy Lucenta, Susan Janssen. Creighton, and Magdalene Lampert.Routines for Reasoning: Fostering the Mathematical

Practices in All Students. Portsmouth, NH: Heinemann, 2016. Print.

Add a reflective pause because our

extroverts need to learn to listen.

Our introverts need to learn to talk.

**Cain, Susan. Quiet. New York: Broadway, 2013. Print.
**

Number Talk

81 x 25

Number Talk

81 x 25

bit.ly/nctmlive52

Number Talk

81 x 25

NCTM: Principles to Actions

**Use and connect mathematical representations.
**

Effective teaching of mathematics engages students in

making connections among mathematical representations

to deepen understanding of mathematics concepts and

procedures and as tools for problem solving.

Principles to Actions: Ensuring Mathematical Success for All

Leinwand, Steven. Principles to Actions: Ensuring Mathematical Success for All. Reston: National Council of Teachers of Mathematics,

2014. Print.

Use and Connect Mathematical Representations

**Principles to Actions: Ensuring Mathematical Success for All. NCTM, National Council of Teachers of Mathematics, 2014.
**

Mathematical Representations

Principles to Actions

Use and Connect

**Gough, Jill, and Jennifer Wilson. “#NCTMP2A #LL2LU.” Experiments in Learning by Doing, 27 Mar. 2018.
**

Mathematical Representations

Principles to Actions

Use and Connect

**Gough, Jill, and Jennifer Wilson. “#NCTMP2A #LL2LU.” Experiments in Learning by Doing, 27 Mar. 2018.
**

Student Expectations

Visible Learning for Mathematics

**If students know where they are going and
**

how they’ll know when they get there,

they are better able to set their own

expectations, self-monitor, and predict or

self-report their own achievement.

EFFECT SIZE FOR

SELF-REPORTED/STUDENT

EXPECTATIONS =1.44

Hattie, John A. (Allan); Fisher, Douglas B.; Frey, Nancy; Gojak, Linda M.; Moore, Sara Delano; Mellman, William L.. Visible Learning for

Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series) (p. 35). SAGE Publications.

Kindle Edition.

Connect to prior knowledge

Connect to prior knowledge

❏ Does

(x+1)2 = x2+1?

Connect to prior knowledge

❏ Does

(x+1)2 = x2+1?

Connect to prior knowledge

Too often students see mathematics as

isolated facts and rules to be memorized.

… students are expected to develop deep

Taking Action

**and connected knowledge of mathematics
**

and are engaged in learning environments

rich in use of multiple representations.

Mathematics learning is not a one size fits

all approach ..., meaning not every child is

expected to engage in the mathematics in

the same way at the same time. ... the

diversity of their sense-making approaches

is reflected in the diversity of their

representations.

Huinker, DeAnn, and Victoria Bill. Taking Action: Implementing Effective Mathematics

Teaching Practices in K-Grade 5. National Council of Teachers of Mathematics, 2017.

NCTM: Principles to Actions

**Implement Tasks that Promote Reasoning and Problem Solving.
**

Effective teaching of mathematics engages students in solving

and discussing tasks that promote mathematical reasoning and

problem solving and allow multiple entry points and varied

solution strategies.

Principles to Actions: Ensuring Mathematical Success for All

Leinwand, Steven. Principles to Actions: Ensuring Mathematical Success for All. Reston: National Council of Teachers of Mathematics,

2014. Print.

Implement tasks that promote

reasoning and problem solving

**Principles to Actions: Ensuring Mathematical Success for All. NCTM, National Council of Teachers of Mathematics, 2014.
**

Reasoning and Problem Solving

Implement Tasks that Promote

Principles to Actions

**Gough, Jill, and Jennifer Wilson. “#NCTMP2A #LL2LU.” Experiments in Learning by Doing, 27 Mar. 2018.
**

Let’s Do Some Math

**Open Middle (2015). Finding Equivalent Ratios. (Graham Fletcher)
**

Retrieved from http://www.openmiddle.com/finding-equivalent-ratios/

Let’s Do Some Math

**Open Middle (2015). Finding Equivalent Ratios. (Graham Fletcher)
**

Retrieved from http://www.openmiddle.com/finding-equivalent-ratios/

Let’s Do Some Math

Task

Jim and Jesse each had the same amount of money. Jim

spent $58 to fill the car up with gas for a road-trip. Jesse

spent $37 buying snacks for the trip. Afterward, the ratio

of Jim’s money to Jesse’s money is 1:4. How much money

did each have at first?

**Illustrative Mathematics (2016). Jim and Jesse’s Money. Retrieved from
**

https://www.illustrativemathematics.org/content-standards/tasks/498

Ways to Antici[ate

**Illustrative Mathematics (2016). Jim and Jesse’s Money. Retrieved from
**

https://www.illustrativemathematics.org/content-standards/tasks/498

Building Conceptual

Understanding

**Texas Instruments (2015). Building a Table of Ratios. Retrieved from
**

https://education.ti.com/en/building-concepts/activities/ratios/sequence1/building-a-table-of-ratios

Building Conceptual

Understanding

**Texas Instruments (2015). Ratio Tables. Retrieved from
**

https://education.ti.com/en/building-concepts/activities/ratios/sequence1/ratio-tables

Building Conceptual

Understanding

**Texas Instruments (2015). Ratio Tables. Retrieved from
**

https://education.ti.com/en/building-concepts/activities/ratios/sequence1/ratio-tables

High-level tasks not only hold high

mathematical expectations for every student,

one aspect of equitable classrooms, they also

Taking Action

**“allow multiple entry points and varied
**

solution strategies” (NCTM 2014, p. 17).

**...Positioning students as valuable
**

contributors to mathematical work, even as

authors and owners of mathematical ideas,

supports the development of positive

mathematical identities and agency as

mathematical thinkers.

**Huinker, DeAnn, and Victoria Bill. Taking Action: Implementing Effective Mathematics
**

Teaching Practices in K-Grade 5. National Council of Teachers of Mathematics, 2017.

Quick Reflection

I learned to pay attention to…

I learned to ask myself…

**A new mathematical connection is...
**

Jennifer Wilson, Black Mountain, NC Jill Gough, Trinity School, Atlanta, GA

@jwilson828 @jgough

Easing the Hurry Syndrome Experiments in Learning by Doing

**Mathematics Teaching Practices
**

Implement Tasks that Promote Reasoning and Problem Solving

Use and Connect Mathematical Representations

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