High School Mathematics Reimagined Revitalized and Relevant

Room to Grow - a Math Podcast

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Understanding the Elegant Math Behind Modern Machine Learning 1:14:43

6 gün önce1:14:43

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1:14:43

Artificial intelligence is evolving at an unprecedented pace—what does that mean for the future of technology, venture capital, business, and even our understanding of ourselves? Award-winning journalist and writer Anil Ananthaswamy joins us for our latest episode to discuss his latest book Why Machines Learn: The Elegant Math Behind Modern AI . Anil helps us explore the journey and many breakthroughs that have propelled machine learning from simple perceptrons to the sophisticated algorithms shaping today’s AI revolution, powering GPT and other models. The discussion aims to demystify some of the underlying math that powers modern machine learning to help everyone grasp this technology impacting our lives, even if your last math class was in high school. Anil walks us through the power of scaling laws, the shift from training to inference optimization, and the debate among AI’s pioneers about the road to AGI—should we be concerned, or are we still missing key pieces of the puzzle? The conversation also delves into AI’s philosophical implications—could understanding how machines learn help us better understand ourselves? And what challenges remain before AI systems can truly operate with agency? If you enjoy this episode, please subscribe and leave us a review on your favorite podcast platform. Sign up for our newsletter at techsurgepodcast.com for exclusive insights and updates on upcoming TechSurge Live Summits. Links: Read Why Machines Learn, Anil’s latest book on the math behind AI https://www.amazon.com/Why-Machines-Learn-Elegant-Behind/dp/0593185749 Learn more about Anil Ananthaswamy’s work and writing https://anilananthaswamy.com/ Watch Anil Ananthaswamy’s TED Talk on AI and intelligence https://www.ted.com/speakers/anil_ananthaswamy Discover the MIT Knight Science Journalism Fellowship that shaped Anil’s AI research https://ksj.mit.edu/ Understand the Perceptron, the foundation of neural networks https://en.wikipedia.org/wiki/Perceptron Read about the Perceptron Convergence Theorem and its significance https://www.nature.com/articles/323533a0…

1 yıl önce 55:23

MP3•Bölüm sayfası

In this episode of Room to Grow, Joanie and Curtis speak with leaders of the National Council of Teachers of Mathematics (NCTM) about their recent publication, High School Mathematics Reimagined, Revitalized and Relevant. Latrenda Knighten, NCTM President and Kevin Dykema, NCTM Past-President share a great overview of how rethinking how and what we teach in high school math can be improved so that more students leave high school prepared. This preparation involves not only knowing more mathematics, but believing in their capability as math learners and in their preparation for whatever path they have chosen for themselves after graduating.

The new “three Rs” of high school math build on NCTM’s previous high school publication, Catalyzing Change in High School Mathematics: Initiating Critical Conversations from 2018, and give practical examples and suggestions to engage students in mathematical and statistical modeling, make connections across major concepts, and using mathematical and statistical processes as a frame for student thinking.

We encourage you to explore the resources below, referenced in this episode:

o You can find NCTM’s webpage dedicated to supporting the book HERE

o NCTM’s webinar about the book was recorded and is available to all HERE

o More information about the Launch Years Pathways work out of the Charles A. Dana Center at the University of Texas at Austin can be found HERE

o Guidelines for Assessment and Instruction in Statistics Education (GAISE) reports can be found HERE

Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

47 bölüm

#Science #Math #Kids And Families #Room to Grow Math #Math Education #Mathematics #Podcasting Education #Room To Grow

High School Mathematics Reimagined Revitalized and Relevant

Room to Grow - a Math Podcast

0-10 subscribers

published 1 yıl önce

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MP3•Bölüm sayfası

We encourage you to explore the resources below, referenced in this episode:

o You can find NCTM’s webpage dedicated to supporting the book HERE

o NCTM’s webinar about the book was recorded and is available to all HERE

o More information about the Launch Years Pathways work out of the Charles A. Dana Center at the University of Texas at Austin can be found HERE

o Guidelines for Assessment and Instruction in Statistics Education (GAISE) reports can be found HERE

47 bölüm

#Science #Math #Kids And Families #Room to Grow Math #Math Education #Mathematics #Podcasting Education #Room To Grow

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Promoting Reasoning and Problem Solving with Tasks 24:57

22 gün önce24:57

24:57

In this episode of Room to Grow , Joanie and Curtis continue the season 5 series on the Mathematics Teaching Practices from NCTM’s Principles to Actions, celebrating it’s 10th anniversary. This month’s practice is “Implement Tasks that Promote Reasoning and Problem Solving.” Our hosts being by expounding on the difference between selecting a task and implementing it, and that selecting a good task does not guarantee good implementation. They bust the idea that the only way to engage students in reasoning and problem solving is with a rich task, by considering how educators can weave together procedural learning with conceptual understanding. Next, they connect reasoning and problem solving to the Standards of Mathematical Practice, particularly practices 7: Attend to and make use of structure and 8: Look for and express regularity in repeated reasoning. Capitalizing on students’ natural noticing and shining the light on the underlying mathematics leads to stronger connections and increasing students’ ability to generalize their understanding. By building a foundation of reasoning and sense-making, and helping students understand that this is a resource for them tap into, that allows for the learning and engagement beyond rote classroom experiences. Additional referenced content includes: · NCTM’s Principles to Actions · NCTM’s Taking Action series for grades K-5, grades 6-8 , and grades 9-12 · Selecting and Creating Mathematical Tasks article from Smith and Stein · A Teacher’s Guide to Reasoning and Sense-Making from NCTM Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on X and Instagram: @JoanieFun and @cbmathguy.…

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Facilitating Meaningful Mathematics Discourse 31:27

7 weeks önce31:27

31:27

In this episode of Room to Grow , Joanie and Curtis begin a season 5 series on the Mathematics Teaching Practices from NCTM’s Principles to Actions, celebrating it’s 10th anniversary. This month’s practice is “Facilitating Meaningful Mathematics Discourse.” Our hosts first identify what they mean by discourse and why it is important: that students are able to communicate their mathematical thinking in ways that others can clearly understand for the purpose of furthering their own mathematics learning. Next, Curtis and Joanie unpack how to get students talking in math class, a necessary condition for meaningful math discourse. Classroom culture is a key element to ensure that students feel safe and comfortable enough to share their mathematical thinking. Implied in this is that the teacher must hold themselves to precision of language as well, and should understand when to require precision from students and when to be more flexible with informal language. Finally, their conversation suggests that effective math discourse is not improvisational, but rather something teachers can and should plan for, and use as a strategy for an equitable classroom. Additional referenced content includes: · NCTM’s Principles to Actions · NCTM’s Taking Action series for grades K-5, grades 6-8 , and grades 9-12 · Strategies for facilitating math discourse in the classroom · Latrenda Knighten, NCTM President’s message on Let’s Give Students the Gift of Time Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on X and Instagram: @JoanieFun and @cbmathguy.…

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What we’ve learned this year 35:24

11 weeks önce35:24

35:24

In this episode of Room to Grow , Joanie and Curtis reflect on their personal and professional experiences of 2024 and what they learned. Reflect – conferences, books, podcast guests. Thinking differently about teaching and learning math. Hope you’ll take the time to reflect and capture your own learning. Curtis and Joanie reference these episodes of Room to Grow which aired in 2024: · Teaching and Learning Math: Students’ Perspectives Part 1 (aired August 28, 2024) and Part 2 (aired September 17, 2024) · Routines for Supporting Student Thinking with Grace Kelemanik and Amy Lucenta (aired October 16, 2023) · Unleashing the Mathematical Brilliance of All Students with Rachel Lambert (aired April 10, 2023) · Balancing Instructional Modalities (aired March 12, 2024) · Asset-Based Teaching to Transform Math Class with Mike Steele and Joleigh Honey (aired October 15, 2024) · A Conversation with the National Teacher of the Year with Rebecka Peterson (aired February 13, 2024) · High School Mathematics Reimagined Revitalized and Relevant with Latrenda Knighten and Kevin Dykema (aired November 12, 2024) Additional referenced content includes: · The book Transform Your Math Class Using Asset-Based Teaching for Grades 6-12 · The work of Liping Ma, including her book K nowing and Teaching Elementary Mathematics · Rachel Lambert’s research and resources at mathematizing4all.com · Kevin Dykema’s President’s Message on Balancing Instructional Strategies in the Math Classroom · NCTM’s Reimagining High School Mathematics resources on the NCTM webpage Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomt…

1
High School Mathematics Reimagined Revitalized and Relevant 55:23

16 weeks önce55:23

55:23

In this episode of Room to Grow , Joanie and Curtis speak with leaders of the National Council of Teachers of Mathematics (NCTM) about their recent publication, High School Mathematics Reimagined, Revitalized and Relevant. Latrenda Knighten, NCTM President and Kevin Dykema, NCTM Past-President share a great overview of how rethinking how and what we teach in high school math can be improved so that more students leave high school prepared. This preparation involves not only knowing more mathematics, but believing in their capability as math learners and in their preparation for whatever path they have chosen for themselves after graduating. The new “three Rs” of high school math build on NCTM’s previous high school publication, Catalyzing Change in High School Mathematics: Initiating Critical Conversations from 2018, and give practical examples and suggestions to engage students in mathematical and statistical modeling, make connections across major concepts, and using mathematical and statistical processes as a frame for student thinking. We encourage you to explore the resources below, referenced in this episode: o You can find NCTM’s webpage dedicated to supporting the book HERE o NCTM’s webinar about the book was recorded and is available to all HERE o More information about the Launch Years Pathways work out of the Charles A. Dana Center at the University of Texas at Austin can be found HERE o Guidelines for Assessment and Instruction in Statistics Education (GAISE) reports can be found HERE Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

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Asset-Based Teaching to Transform Math Class 57:41

20 weeks önce57:41

57:41

In this episode of Room to Grow , Joanie and Curtis speak with Mike Steele and Joleigh Honey, authors of the recently released book transform your math class using asset-based teaching for grades 6-12 . The book and the conversation explore what is meant by “asset-based,” and why shifting to more asset-based approaches supports a broader range of learners. Mike and Joleigh unpack ideas around asset-based language, including, the language of mathematics, the language students use to talk about math, and the language educators use to talk about students. They also explore classroom and instructional routines, many of which are already in common use in classrooms, and how to ensure these routines fall more on the asset side of the continuum than on the deficit side. Finally, the conversation shifts to the larger educational structures that could benefit from a more asset-focused lens. We encourage you to explore the resources below, referenced in this episode: · Mike and Joleigh’s book, Tranform your math class using asset-based teaching for grades 6-12 can be found here · Learn more about Mike Steele here or here and about Joleigh Honey here or here · Mike and Joleigh both serve on the NCTM Board of Directors Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

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Teaching and Learning Math: Students’ Perspectives - Part 2 50:22

24 weeks önce50:22

50:22

In this episode of Room to Grow , Joanie and Curtis continue their conversations with middle and high school students to gain their perspectives on learning math. Our hosts interviewed six students from grades 7-12 in three different sessions. Because all of these conversations were rich with great comments, this is the second of two episodes of Room to Grow devoted to these students’ perspectives; if you haven’t already listened to part 1, we encourage you to do so. Part 2 focuses on these students’ perceptions on asking questions in class and managing when they don’t understand, as well as their thoughts about homework. Once again, these students shared some really powerful ideas, and we hope they get you thinking! We encourage you to explore the resources below, referenced in this episode: · Riya’s Ramblings podcast – find on your favorite podcast platform or HERE on Apple Podcasts · Not the article Joanie mentioned, but some other great ideas for teaching students how to study Teaching Students to Use Evidence-Based Study Strategies Five Ways to Teach Students the Skill of Active Studying Teaching Your Students How to Study Resources for thinking about homework NCTM resources related to homework Ideas for Assigning More Meaningful Math Homework Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

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Teaching and Learning Math: Students’ Perspectives - Part 1 22:07

27 weeks önce22:07

22:07

In this episode of Room to Grow , Joanie and Curtis have conversations with middle and high school students to gain their perspectives on learning math. They interviewed six students from grades 7-12 in three different sessions. Because all of these conversations were rich with great comments, the next two episodes of Room to Grow will be devoted to these students’ perspectives. Part 1 focuses on what the students said their teachers do or don’t do in the classroom that supports their learning. We heard about the importance of being able to talk to others during class, to move around and actively engage students in the lesson, and understanding, supporting, and normalizing that students learn at different paces. Future episodes center on the conversations around homework and the importance of their teachers in forming their own mathematical identity and the culture of learning in the classroom. You may be surprised at how much you learn from these students. We encourage you to explore the resources below, referenced in this episode: Riya’s Ramblings podcast – find on your favorite podcast platform or HERE on Apple Podcasts Resources for getting students talking in math class Blog post on developing math language routines Blog post with strategies for supporting mathematics discourse in your classroom Resources for getting students up and moving in class Blog post with ideas for beginning, middle and end of class Blog post with easy to implement ideas Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

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Part 2: Wisconsin Math Council’s CALL to Action 35:44

33 weeks önce35:44

35:44

In this episode of Room to Grow , Joanie and Curtis continue their conversation from the Wisconsin Math Council’s annual conference. Wisconsin mathematics education leaders Mary Mooney and Lisa Hennessey share additional thoughts on the remaining pillars of their conference theme, A C.A.L.L. to Action, embracing the roles of Community, Advocacy, Leadership, and Learning. Additionally, we hear some questions from the session audience. If you haven’t already, be sure to go back and listen to the first episode, then enjoy this month’s conversation. We encourage you to explore the resources below, referenced in this episode: Wisconsin Mathematics Council: https://www.wismath.org/ Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

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Part 1: Wisconsin Math Council’s CALL to Action 25:05

37 weeks önce25:05

25:05

In this episode of Room to Grow , we join our hosts at the Wisconsin Math Council’s annual conference. Wisconsin mathematics education leaders Mary Mooney and Lisa Hennessey join Curtis and Joanie for a discussion focused on the conference theme, A C.A.L.L. to Action, embracing the roles of Community, Advocacy, Leadership, and Learning. Due to the extended nature of this great conversation, this month’s episode features Community and Advocacy. Stay tuned for next month’s continuation of the conversation, focused on Leadership and Learning. We encourage you to explore the resources below, referenced in this episode: Wisconsin Mathematics Council: https://www.wismath.org/ Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

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Making Sense of Mathematics 40:42

42 weeks önce40:42

40:42

In this episode of Room to Grow , our hosts discuss ways to support student sense-making in teaching and learning mathematics. Building out on the ideas shared in Episode 3 of Room to Grow , Curtis and Joanie dive more deeply into what it means for students to “make sense of mathematics.” They discuss what it looks and sounds like when students are making sense, as opposed to just repeating back learned ideas, and consider which classroom structures and teacher moves might best support students’ sense-making. They acknowledge that sense-making is not more or less important than learning mathematical skills and fluency, but that it is a part of deep learning and of a student’s ability to generalize their understanding. As Peter Liljedahl says in Building Thinking Classrooms, “The goal of building thinking classrooms is not to find engaging tasks for students to think about. The goal of thinking classrooms is to build engaged students that are willing to think about any task.” We encourage you to explore the resources below, referenced in this episode: The Standards for Mathematical Practice , now referenced in most states’ math standards and originally published by the Council of Chief State School Officers and the Governor’s Association; Jo Boaler’s Math-ish book and website ; Peter Liljedahl’s book and website Building Thinking Classrooms , and Robert Kaplinsky’s blog post about why you should read it. Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

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Balancing Instructional Modalities 37:02

51 weeks önce37:02

37:02

In this episode of Room to Grow , our hosts look for the balance between instruction that is teacher-driven, traditional lecture-style, and inquiry-based, discovery-style lessons. They recognize the value of both types of teaching, understanding that there is a time in learning for both exploration and for direct and explicit teaching. The conversation offers explanation of what conditions may require different teaching strategies, based on the goals and content of the lesson as well as how students are responding to and progressing (or not) toward intended learning. The common theme between these approaches is student sense-making, and our hosts each share a personal example of taking opportunities to encourage sense-making in students. We encourage you to explore the resources below, referenced in this episode: NCTM President Kevin Dykema’s President’s message that sparked this episode: https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Kevin-Dykema/Balancing-Instructional-Strategies-in-the-Math-Classroom/ TI’s Building Concepts lesson on structure in solving equations: https://education.ti.com/en/t3-professional-development/for-teachers-and-teams/online-learning/on-demand-webinars/2016/building-concepts-foundations-for-success-in-expressions-and-equations A sample problem-based curriculum for middle school (NOT the one Curtis’ son uses!): https://curriculum.illustrativemathematics.org/MS/teachers/what_is_pbc.html Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

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A conversation with the National Teacher of the Year 48:50

1 year önce48:50

48:50

In this episode of Room to Grow , our hosts share conversation with Rebecka Peterson, the 2023 National Teacher of the Year (NTOY). Rebecka is a high school math teacher at Union High School in Tulsa, Oklahoma, on leave for the 2023-24 school year to fulfill her NTOY responsibilities. She views the NTOY not as an award, but rather a job, that of spokesperson and ambassador for the teaching profession. In this conversation, we learn about her teaching journey and the lessons she learned along the way that have shaped her focus in the classroom. She shares how she focuses on connections with students – connections to each other, to school, to the content, and to their communities. She reflects on current struggles facing math education systems, and her belief that choice could drive better student engagement, more student learning, and less teacher burnout. We encourage you to explore the resources below, referenced in this episode: Learn more about the National Teacher of the Year program HERE See Rebecka’s NCTM Handout with more detail about her “Connections” talk and resources she uses in her own classroom Learn more about Explore Mathematics by Sam Shah , mentioned by Rebecka Learn more about Rebecka’s End-of-unit creative summary project Visit Rebecka’s NTOY webpage HERE Direct link to press kit (including photos) Direct link to request Rebecka Connect with and learn more about Rebecka Peterson Instagram - @Rebeckapeterson_ X (formerly Twitter) - @RebeckaMozdeh Medium blog - medium.com/@rebeckapeterson Did you enjoy this episode of Room to Grow ? Please leave a review and share the episode with others! Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on X (formerly Twitter) and Instagram: @JoanieFun and @cbmathguy.…

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Uncovering Student Thinking 33:38

1 year önce33:38

33:38

In this episode of Room to Grow , Curtis and Joanie consider ways to uncover how students are actually thinking about the mathematics they are learning. Using a real-life, recent incident between Curtis and his sixth grade son, our hosts consider the challenging fact that many students think that success in math class means figuring out what answer the teacher (or the computer program/app, or the back of the book) is looking for. They posit that when educators are always focused on the mathematics of the moment – what is being learned in a single lesson, week, or unit – we can focus students on the smaller grain size ideas instead of helping them to place their learning in the bigger picture of mathematics as a whole. As always, the episode recognizes that teachers work very hard at a very complex task: teaching young minds to deeply understand important mathematics! We encourage you to explore the resources below, referenced in this episode: “Listening to and Learning from Student Thinking,” by Elham Kazemi, Lynsey K. Gibbons, Kendra Lomax, and Megan L. Franke from Teaching Children Mathematics , October 2016. “Making Student Thinking Public,” by Shari Stockero and Laura R. Van Zoest from The Mathematics Teacher, May 2011. “Attending to Evidence of Students’ Thinking during Instruction,” by Miriam Gamoran Sherin and James Lynn, from Mathematics Teaching in the Middle School , May 2019. The Five Practices for Orchestrating Productive Mathematical Discussions by Margaret Smith and Mary Kay Stein, ISBN: 978-1-68054-016-1 Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

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Deep Mathematical Thinking Using Math Milestones Tasks 42:28

1 year önce42:28

42:28

In this episode of Room to Grow , special guests Sandra Lightman and John Staley help Joanie and Curtis understand the Math Milestones. These one-page resources include 12-14 math tasks that provide a visualization of and engagement with the math standards of each grade. The Math Milestones tasks present grade level math, not as a list of standards or learning outcomes, but as a groups of math tasks, a language understood by teachers and students. The Math Milestones project was supported by Student Achievement Partners with Sandra and John as critical members of the team. The resources, available for free online, include a set of teacher notes that support using these tasks to better understand the math of each grade level, and to engage educators in conversations that get to the depth of the intended learning. Additional work is being done to provide “asset maps,” resources that allow educators to use student work and responses to the Math Milestones tasks to better understand and build upon students’ strengths. We encourage you to explore the resources below, referenced in this episode: Learn more about the Math Milestones project on their website HERE Find the grade level grids (sets of tasks) HERE Review the teacher notes for each grade level HERE Explore additional resources to support teaching the standards from Student Achievement Partners Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

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Impacting Teaching Practice with Routines for Reasoning 43:38

1 year önce43:38

43:38

In this episode of Room to Grow , Curtis and Joanie continue their conversation with Grace Kelemanik and Amy Lucenta. In follow-up to our previous episode, this conversation shifts to a focus on teachers and how the Reason Routines help them to be more effective with more students. We begin by talking about what makes teaching hard – including the fact that teachers make a million decisions every day in response to the students in the room and how they are engaging with the content; and that doesn’t even include the day-to-day challenges of interruptions, meetings, grading papers, and on and on! The routines are a support for teachers to use a structure for learning that frees them up to be responsive to the students in the moment. As we learned in the previous episode, the routines help teachers to (a) focus on student thinking, (b) get out of the middle of learning, and (c) support students’ productive struggle. These concrete strategies engage all learners in mathematical thinking, supporting special populations from the start rather than requiring an additional set of approaches to support them. Additionally, the routines create student agency in mathematics, providing ways for students to listen to, engage with, and learn from one another. We encourage you to explore the resources below, referenced in this episode: Be sure to explore Grace Kelemanik and Amy Lucenta’s website, Fostering Mathematical Practices … … and their books, Routines for Reasoning and Teaching for Thinking . Explore infographics, tasks, and more for the Connecting Representations routine. See the Connecting Representations routine in action in this classroom video . Be sure to go back and listen to Part 1 of this conversation if you haven’t already!! Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

Room to Grow - a Math Podcast

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Routines for Supporting Student Thinking 40:26

1 year önce40:26

40:26

In this episode of Room to Grow , Grace Kelemanik and Amy Lucenta join Curtis and Joanie to talk about how routines can provide the “opportunity and support for each and every student develop mathematical thinking and reasoning.” Although routines are used by most educators for a variety of reasons, Grace and Amy focus on “Routines for Reasoning,” which are specifically designed and structured to surface the ways that students are thinking about the mathematics and to better understanding the reasoning of their classmates to reinforce the mathematics content and thinking goals. In this extended episode, Amy and Grace dive deeply into the “Four Rs” and “Annotation,” two of the five “Essential Strategies” that teachers employ within the routines, with an emphasis on how these strategies provide access and opportunity for all students to engage in the deep thinking of the lesson. Then, they describe the “Connecting Representations” routine in detail to help listeners understand the power of the routines in action. As Grace shares, the power of the routines and essential strategies is that they help teachers to “hand over agency to the students. Teachers are no longer are the sole authority in the classroom... it’s the students doing the heavy lifting.” We encourage you to explore the resources below, referenced in this episode: Be sure to explore Grace Kelemanik and Amy Lucenta’s website, Fostering Mathematical Practices … ...and their books, Routines for Reasoning and Teaching for Thinking . Explore infographics, tasks, and more for the Connecting Representations routine. See the Connecting Representations routine in action in this classroom video . Be sure to join us for part 2 of this conversation next month! Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

Room to Grow - a Math Podcast

1
How Important is Teacher Content Knowledge? 32:27

1 year önce32:27

32:27

In this episode of Room to Grow , Joanie and Curtis host special guest Dr. Katey Arrington to discuss the importance of teacher content knowledge. Dr. Arrington is the Associate Director of the UTeach Institute at the University of Texas at Austin. She is also serving in the Presidential line for NCSM: Leadership in Mathematics Education from 2022-2026. Previously, she led the K-12 system services work at the Charles A. Dana Center, served as a mathematics coordinator for a growing, diverse district in Texas, instructional coach, and taught in both K-12 and community college systems. Katey earned a Ph.D. in Educational Policy and Planning, Master of Arts in Mathematics Education, and Bachelor of Science in Mathematics. She has extensive experience in leading networks for growing impact and designing and implementing system-level change for increasing equitable outcomes. Early on in the conversation, it is agreed that caring about students in a non-negotiable and important component of effective teaching, but caring without math content knowledge is not likely to result in student learning. Our hosts and their guest explore the ideas of pedagogical content knowledge, math content for teaching, and approaching mathematics as ways of thinking, not just ways of getting answers. Expanding learning is presented as a group endeavor, but also something a teacher can pursue on one’s own. We encourage you to explore the resources below, referenced in this episode: The Developing Mathematical Ideas (DMI) professional learning program Numberphile on You Tube is one of Curtis’ favorite sources to explore mathematical curiosity The Coherence Map from Student Achievement Partners on the Achieve the Core website provides a clickable visual map of how content standards connect and build on one another Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

Room to Grow - a Math Podcast

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Learning Experiences Aligned to Post-Secondary Goals 36:12

2 years önce36:12

36:12

In this episode of Room to Grow , Joanie and Curtis talk about an important role of math education: preparing students for the life they want to pursue after high school. Whether it’s college, trade school, the military, or directly into the work force, a student’s goals and desires should drive their learning experiences throughout their PK-12 years, and the course offerings, counseling and advising, and school system overall should, ideally, prepare all students for the outcomes they desire. They recognize early in the conversation that this isn’t just about high school, isn’t just about courses, and isn’t just about math. They dive into ideas around career choices, advocating for students’ best interests, and the challenges in creating a system with the depth, breadth, and flexibility required to truly prepare all students. There aren’t easy answers to these questions, but we hope the conversation sparks thinking, discussion, and actions in your setting that support more students to be better prepared for their chosen futures. We encourage you to explore the resources below, referenced in this episode: American Progress Math Pathways: The Way Forward report: https://www.americanprogress.org/article/math-pathways/ NCTM’s former President Robert Berry’s blog post on Mathematics Pathways from December, 2019: https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Robert-Q_-Berry-III/Lets-Talk-About-Mathematics-Pathways/ EdWeek article challenging calculus as the “peak of high school math” https://www.edweek.org/teaching-learning/calculus-is-the-peak-of-high-school-math-maybe-its-time-to-change-that/2018/05 Just Equations report on calculus and college admissions: https://justequations.org/resource/a-new-calculus-for-college-admissions-how-policy-practice-and-perceptions-of-high-school-math-education-limit-equitable-access-to-college Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

Room to Grow - a Math Podcast

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We Don’t Just Teach Math, We Teach Students 33:01

2 years önce33:01

33:01

In this episode of Room to Grow , Joanie and Curtis explore ideas around the emotional side of learning and how it impacts students in their academic growth. Because we and our students are humans - and humans have emotions - it is impossible to learn without a connection to our emotions, whether those emotions are positive or negative. As educators reflect over the summer and begin to plan for the upcoming school year, we hope you’ll consider the emotional side of your students’ experiences in math class. Joanie and Curtis suggest planning for the emotional experiences alongside planning for content. As a teacher, how might you consider the ways students will feel in sharing their early thinking, perceiving their responses or others as “incorrect,” or being influenced by previous traumatic experiences with math? With some thoughtful planning and attention, these emotional experiences can be managed and leveraged to support learning for all student in the classroom, including those who are traditionally successful and may have positive feelings about math. We hope the content in this episode will help you consider ideas you may not have thought about before, and spark discussion with your educator friends. We encourage you to explore the resources below, referenced in this episode: Special issue of Mathematics Teacher: Learning and Teaching PK-12 on Social and Emotional Learning and Mathematics Learning from November, 2022 (membership required). Access, Power, Identity, and Healing in Mathematics by Sara Gartland, Shellee Wong, and Laurie Silverstein (membership required). Our previous conversation on Room to Grow with Juliana Tapper in August, 2022. Rough Draft Math by Amanda Jansen Jo Boaler article on connection between timed tests and math anxiety Did you enjoy this episode of Room to Grow ? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

Room to Grow - a Math Podcast

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Don’t Lose the Mathematics 31:03

2 years önce31:03

31:03

In this episode of Room to Grow , Joanie and Curtis talk about teaching strategies for remembering in mathematics, such as mnemonic devices, tricks, and gimmicks. They challenge the notion that teaching with tricks is inherently bad, and discuss how to determine when a strategy intended to help students learn might actually work against their understanding of the underlying mathematics. For instance, “FOIL” and “SOH-CAH-TOA” are both frequently taught in high school math classes, yet one is a way to remember mathematical definitions (not a trick!) and the other is a random association for a limited procedure (a trick!). So what about if a student creates their own strategy or trick while learning math? Join our hosts in trying to make sense of how and when remembering strategies are helpful and when they might be more harmful. We encourage you to explore the resources below, referenced in this episode: Nix the Tricks – available to download for free Thirteen Rules that Expire is an article from Teaching Children Mathematics (NCTM membership required) about commonly taught ideas in elementary school that don’t support long-term learning. This blog about the article does not require NCTM membership. Twelve Math Rules that Expire in the Middle Grades is a similar publication from Mathematics Teaching in the Middle School (NCTM membership required) with middle school-specific ideas. This EdWeek article includes a commentary from Dr. Hilary Kreisberg about “nixing tricks.” Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

Room to Grow - a Math Podcast

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Hot Takes on Important Math Topics 22:55

2 years önce22:55

22:55

In this episode of Room to Grow , Joanie and Curtis share a friendly debate about which math topic is the most important for students to learn. There are many math topics that could be argued as the most important, and we’d love to hear your hot take, too! Take a listen to Curtis explaining why the meaning of the equals sign is crucial and Joanie arguing that proportional relationships are especially important. Then reach out to agree with one of them, or share a different topic that you find most important. We encourage you to explore the resources below, referenced in this episode: Resources related to the meaning of the equals sign: Texas Instruments Building Concepts activities around the equals sign and the meaning of equations Marilyn Burns’ take on The Equals Sign: What it Really Means If you are a research-y type, you might enjoy this research article Understanding the Equals Sign as a Gateway to Algebraic Thinking or this thesis paper Making Sense of the Equal Sign in Middle School Mathematics George Strait song All My Exes Live in Texas 😊 Resources related to proportional relationships: The progressions document on Ratios and Proportional Relationships from the University of Arizona supporting how proportional relationships develop in middle school standards The Coherence Map from Achieve the Core showing how the concept of proportional relationships is connected to many other important math concepts A blog post titled Proportionality Confusion which explains how common methods for teaching about proportion often loses the big idea of proportional relationships Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

Room to Grow - a Math Podcast

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Unleashing the Mathematical Brilliance of All Students 37:46

2 years önce37:46

37:46

In this episode of Room to Grow , Joanie and Curtis talk with Rachel Lambert, known for her research on teaching mathematics to students with disabilities. Rachel’s passion and enthusiasm is matched by her knowledge, and the combination makes for a powerful conversation full of great resources, ideas, and suggestions for classroom teachers. If you haven’t heard Rachel speak before, you are in for a treat! We encourage you to explore the resources below, referenced in this episode: Rachel’s website where she provides free access to her research: https://mathematizing4all.com/ Jay T. Domage’s book on Universal Design for Learning (UDL), Academic Ableism . Choose the “Open Access” or “Audio Download” versions which are free. General information about Universal Design for Learning HERE and HERE Edmund Harriss’ website and a really cool mathematical adult coloring book he co-created Learn more about neurodiversity and what it means for teachers and schools HERE and HERE Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

Room to Grow - a Math Podcast

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Teaching and Learning Math from an Assets Perspective 29:11

2 years önce29:11

29:11

In this episode of Room to Grow , Joanie and Curtis discuss and asset-based approach to teaching and learning mathematics. They emphasize that all students bring strengths to learning mathematics, whether it be from a cultural, language, or ways of thinking lens, and that by assuming that all students have and bring strengths, math educators invite even more learners to be successful. As usual, our hosts share their personal experiences, anecdotes and ideas that they hope you’ll relate to. We encourage you to explore the resources below, referenced in this episode: Classroom practices that compliment and asset-based approach to teaching and learning math https://www.ifl-news.pitt.edu/2021/09/three-practices-that-compliment-an-asset-based-approach-to-teaching-and-learning-in-math-classrooms/ Edutopia article on setting a high bar for all students https://www.edutopia.org/article/using-asset-based-approach-instruction-and-assessment/ Research from the Journal for Research in Mathematics Education about asset-based mathematics instruction https://www.jstor.org/stable/10.5951/jresematheduc.49.4.0373 Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

Room to Grow - a Math Podcast

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Tapping Into Identity and Equity in Mathematics 40:47

2 years önce40:47

40:47

In this episode of Room to Grow , Joanie and Curtis share a powerful conversation with Dr. Julia Aguirre, co-author of the book The Impact of Identity on K-8 Mathematics: Rethinking Equity-Based Practices. This publication, and additional work led by Julia at the University of Washington, Tacoma, has influenced countless math educators across the country who want to ensure that all students have the opportunities, support, and classroom experiences that lead to deep learning of meaningful mathematics. She challenges us all to not only bring our personal experiences and passions as teachers to our students, but to also tap into their experiences, passions, cultures, and communities as opportunities to make sense of and engage with mathematics. We think this episode will get you thinking and will give you some ideas about supporting your students’ math identities. We encourage you to explore the resources below, referenced in this episode: You can learn more about Julia and her work here: https://sites.google.com/a/uw.edu/dr-julia-aguirre/home?pli=1 You can purchase Julia’s book here: https://www.nctm.org/store/Products/The-Impact-of-Identity-in-K-8-Mathematics--Rethinking--Equity-Based-Practices/ You can find the TODOS paper Julia mentions here: https://www.todos-math.org/assets/images/The%20Movement%20to%20Prioritize%20Antiracist%20Mathematics%20final%203.0_v6.pdf Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

Room to Grow - a Math Podcast

1
Math Puns, Memes, and GIFs, Oh My! 31:58

2 years önce31:58

31:58

In this episode of Room to Grow , Joanie and Curtis take some time to have fun with math. We share some of the puns, memes, and GIFs about math that make us laugh, make us think, and have been or would be great to share with students. We all appreciate the chance to laugh, and although puns and memes are often silly and sometimes groan-worthy, sharing the lighter side of ourselves and of math with students is a great way to build relationships and classroom culture. No doubt, your students will appreciate knowing what makes you laugh or groan when it comes to math. Bear with us as we describe our favorites, and click below to find the visual images we discuss in this episode. Share YOUR favorites with us using our email address, roomtogrowmath@gmail.com . We encourage you to explore the resources below, referenced in this episode: A snow “angle” Tweet by STEM Spark Joanie’s Algebra 1 textbook with punny word problems (it does still exist!) “Dad jokes” for math Graph of past relationships What does Bob have now? Seven-digit number Factored quadratic expression Tweet by David Glasberg Visualizing the quadratic formula by Lane Walker on myNCTM (NCTM membership required) Schoolhouse Rock! The Preamble Quadratic formula song Clock with math expressions Willy Wonka meme Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

Room to Grow - a Math Podcast

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Ensuring Access to Mathematics for ALL Students 32:14

2 years önce32:14

32:14

In this episode of Room to Grow , Joanie and Curtis build the conversation from NCTM's description of access, described as "ensuring that all students routinely have opportunities to experience high-quality mathematics instruction, learn challenging mathematics content, and receive the support necessary to be successful." Our hosts tackle this challenging topic by considering some important high-leverage components, particularly those that are within a classroom teachers’ locus of control. Ensuring that all students have high-quality instruction from an excellent teacher supports the learning of challenging mathematics content. Joanie and Curtis consider that “support for success” extends beyond academic support, and spills over into the importance of classroom culture in access for all students. Teachers can, with intention, ensure that all students know they are viewed as doers of mathematics with ideas that are valuable for the learning of the entire class. The conversation then shifts to discussing how the Standards for Mathematical Practice can help teachers not only understand what access looks like, but also helps students realize the relevance of the mathematics they are learning. Unsurprisingly, our hosts circle back to the importance of relationships with our students for their successful learning. We encourage you to explore the resources below, referenced in this episode: NCTM’s Statement on Access and Equity in Mathematics Education https://www.nctm.org/Standards-and-Positions/Position-Statements/Access-and-Equity-in-Mathematics-Education/ Supporting students’ identity and agency in mathematics https://www.nctm.org/Store/Products/The-Impact-of-Identity-in-K-8-Mathematics--Rethinking--Equity-Based-Practices/ Blog about Minimizing the “Matthew Effect” https://buildingmathematicians.wordpress.com/2018/01/15/minimizing-the-matthew-effect/ Skew the Script AP Statistics resources for relevant mathematics https://skewthescript.org/ Implementing the Standards for Mathematical Practice https://achievethecore.org/peersandpedagogy/wp-content/uploads/2016/06/Implementing-Standards-for-Mathematical-Practices-Updated-2016.pdf Instagrammer with Bachelor and Bachelorette data: https://www.instagram.com/bachelordata/?hl=en Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

Room to Grow - a Math Podcast

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What’s the Deal with Data Science? 35:02

2 years önce35:02

35:02

In this episode of Room to Grow , Curtis and Joanie dig into a conversation about data science. They start by trying to define what data science is, describing it as the intersection of content, statistics, computer science, problem solving. It is complex, and allows people to interact with information that content, statistics, or computer science couldn’t do alone. In our current technology and data rich world, this topic is timely, relevant, and growing in importance. Curtis and Joanie describe data science as a process by which we start with a question we want to know the answer to, then gather, interpret, analyze, and model data that can help answer the question. Although we acknowledge that data science in school looks different than data science in the world, we recognize it as a valuable way to foster students’ natural curiosity and to build their modeling, problem solving, and communication skills. Our hosts recognize and discuss that not everyone believes that data science is relevant content for K-12 students and educators, and offer the complicating factors that come alongside bringing new ideas such as these to the curriculum. We encourage you to explore the resources to decide for yourself! Blog series in support of data science https://justequations.org/blog Article expressing critique against using data science in place of calculus-centered courses Jo Boaler and youcubed data sicence big ideas for K-8 https://www.youcubed.org/data-big-ideas/ UCLA data science course https://www.introdatascience.org/ Berkeley data science course: http://data8.org/ Cal State free Course for teachers Course Kata: https://coursekata.org/ Jo Boaler and youcubed data sicence big ideas for K-8 https://www.youcubed.org/data-big-ideas/ Data talks for students in younger grades https://www.youcubed.org/resource/data-talks/ New York Times’ What’s going on with this graph? https://www.nytimes.com/column/whats-going-on-in-this-graph Data Science 4 Everyone: https://www.datascience4everyone.org/ Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

Room to Grow - a Math Podcast

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Intervention for Middle and High School with Kevin Dykema 36:38

2 years önce36:38

36:38

In this episode of Room to Grow , Curtis and Joanie welcome Kevin Dykema , new President of the National Council of Teachers of Mathematics (NCTM). As a practicing classroom teacher, Kevin brings practical knowledge to his NCTM leadership. He reflects on they ways that most school systems have historically addressed students who are struggling in math class, to give them more-of-the-same, or a slower-and-louder approach, and how these typically don’t result in resolving students’ struggles. Kevin suggests how to decide which mathematics topics are worth intervening on, recognizing that if we worry about student mastery of every single standard or topic of the grade level or course, we overwhelm the students and ourselves. Instead, if we focus on fewer, more important topics, we can support students’ future learning. He suggests that we use timely and relevant data to determine which students need support on which topics, and anticipating and planning for supports that come just-in-time to support new learning. Acknowledging that intervention structure looks different at the middle and high school level than for elementary school, Kevin shares his thoughts about intentionally targeting math interventions that will support students for the long term, and finding time to intervene that doesn’t take away from their regular math instruction time. He shares the problems behind teaching “tricks” or gimmicks for helping students get answers quickly, but not understand the meaning of the mathematics behind those tricks. Ultimately, building relationships with our students and attending to building their mathematical identities and agencies is what matters most. We know that every student brings “math brilliance” to the classroom, and finding and tapping into that creates wins for all of us. This episode is packed full of important ideas and resources – we think you are going to love it! We encourage you to explore these resources, mentioned and referenced in this episode: Rules that Expire blog and link to full article from NCTM journal (membership required) Nix the Tricks by Tina Cardone, free online book and resources Productive Math Struggle , Kevin’s book co-authored with available for purchase The Math Pact series of books by Barbara J. Dougherty, Sarah B. Bush, and Karen S. Karp, available for purchase Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

Room to Grow - a Math Podcast

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Breaking the Struggle Stigma 31:04

3 years önce31:04

31:04

In this episode of Room to Grow , Curtis and Joanie welcome Juliana Tapper, Math Intervention Specialist and Founder of CollaboratEd Consulting . We start by apologizing for mispronouncing Juliana’s last name when she is introduced at the start of the podcast! Please note that her last name is Tapper, rather than Trapper. We are so sorry, Juliana! Juliana brings her experience teaching and supporting middle and high school math teachers and math interventionists to help us consider ways to break what she calls the “struggle stigma” in math class. She grounds our conversation with powerful results from research around math anxiety, which suggest that math anxiety activates the same fear centers in the brain as seeing a snake! When teachers use this understanding, we can create more effective responses to students who are experiencing math anxiety in our classes. Along with Juliana, your hosts discuss the importance of establishing a classroom culture that makes space all the “mathematical baggage” that students might bring with them. Providing the opportunity to talk about past experiences, positive and negative, allows students to understand that our classroom is a safe and welcoming place, where struggle becomes a normal and expected part of the learning process. Juliana has some practical tips for using instructional protocols with no math to build that classroom culture. She also shares how she established participation as an expectation rather than an option, and how those expectations along with appropriate scaffolds create small successes for students to build on. We know you’ll walk away with some great ideas that will help you better reach more students in your classroom. We encourage you to explore these resources, mentioned and referenced in this episode: Juliana’s website with resources and much more information about supporting students in math www.Collaboratedconsulting.org , or email Juliana directly at juliana@collaboratedconsulting.org . The youcubed® article Valuing Difference and Growth Juliana refers to the findings in this paper about how math anxiety lights up the same centers of the brain as physical fear such as seeing a snake. Juliana mentioned this The Dismantling Racism in Mathematics Instruction Course from Student Achievement Partners; the third course of the series will be available in the fall and you can take it without having taken the first two. Juliana suggested this Good Groupwork activity for helping to build a classroom culture that supports all students’ learning from youcubed.® Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

Room to Grow - a Math Podcast

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Rigor for Sustained Learning 35:37

3 years önce35:37

35:37

In this episode of Room to Grow , Curtis and Joanie tackle ideas around rigor in mathematics. We start by defining what we mean by rigor, acknowledging that it’s a frequently used term that invokes different ideas and meanings! We believe that it means something different than just “difficult,” but frames a way of describing deep, robust, and applicable understanding of mathematical ideas, and we share a couple of visual images that help make sense of this complexity. Through our exploration of rigor as an integral part of learning math, we connect it to previous conversations about productive struggle, making connections in math, and student agency and identity. Rigor isn’t just for high level math courses and high-achieving students, rigor is for everyone and may even be an unexpected approach to overcoming struggle in learning mathematics! We believe that the best way to address rigor in the classroom is by intentional, collaborative planning, where teachers decide which obstacles they want to steer students around and which obstacles they want to steer students straight into! We hope you enjoy the episode and hear a new idea or two to consider for your own setting. We encourage you to explore these resources, mentioned and referenced in this episode: Definition of “rigor” from Achieve the Core: College- and Career-Ready Shifts in Mathematics This report from the Dana Center at the University of Texas, Austin: What is Rigor in Mathematics Really? This archived (free) blog post from former NCTM President Linda Gojak: What’s All This Talk About Rigor? myNCTM discussion about rigor (membership required): Archived HERE Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.…

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High School Mathematics Reimagined Revitalized and Relevant