Sunday, October 8th, 2017

Korea Workshop 2017

Paradigm Shift- Cultural Reform in Mathematics Education in Korea To Foster Positive Dispositions towards Mathematics

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http://www.anewsa.com/detail.php?number=1220338&thread=09r02 (photo from newspaper)

The trip was an invitation from the Korea Society of Educational Studies in Mathematics  (President Wan-Young Cho) to participate in a National Assembly forum to discuss theimportance of enhancing the culture of mathematics education and workshops in Kyungnam Office of Education hosted by the Kyeongnam Director of Education, Park Jong-hoon,

I was able to invite another math education colleague from USU and two doc students in math ed leadership – Sara Birkhead, Presidential scholar and Kathy Matson, Dean Scholar.

Director of Education from Kyeongnam Province, Park Jong-hoon, says that this change requires a cultural movement. As part of that movement, he funded the first Math Cultural Experience Center, that was envisioned by a local school teacher. This brings family and children together to explore and enjoy the wonder in mathematics.

This was part of larger and long-term math education initiative that celebrates the nation’s first Math Cultural Experience Center in Gyeongnam that was designed to bring children and families together enjoying mathematics. This effort is in large part to promote a more positive productive disposition towards mathematics. Internationally Korean students excel in mathematics as documented in TIMSS Studies. These international comparative studies showed that Korean students consistently achieved high scores not only in mathematical skills and procedures but also in problem-solving, but had very low interest and confidence in mathematics. Such negative attitudes toward mathematics have been problematic. This led curriculum developers and mathematics educators to highlight that students need to appreciate the value of mathematics and develop positive dispositions toward mathematics as articulated in the objectives of school mathematics.

Shifting the Focus on not just achievement in math but the affective aspects of teaching mathematics: Students Building a Closer Relationship with Math- Seeing Mathematics as Empowering!-Theme of Suh’s talk

Inquiry-based student centered instruction with a focus on Math modeling, STEM education fostering 21st century skills creativity, cooperation skills, communication skills, critical thinking skills, and solving problems that are needed to solve complex real world  problems.

Through case studies of research lessons, I shared how students engaged in community-based service learning projects that included a coin harvest and meals for families. In addition, I shared how we have provided Free STEM camp for students and a workshop for teachers to integrate STEM into their elementary curriculum. These powers were personally relatable for students but also demonstrated how math could be used as an empowering tool for students. The authentic nature of community based problem context now only allowed teachers to engage learners but teacher reported that students were able to link their curriculum lessons to meaningful contexts that students cared about.

 

Our trip included a workshop in Busan on Tuesday 9/13/17 with 50 elem, middle and high school teachers. National Assembly on Friday 9/16/17 Workshop and another workshop on Sat 9/17/18 with teacher leaders/curriculum designers called the Mathematics Task Development Research Team.

The international forum was a great opportunity to deepen our partnership with Korean Mathematics Educators  and look for ways to collaborate on future teaching and research projects. It is exciting to be involved in this cultural revolution that is forward thinking and for the enhancement of the Korean students and teachers. I hope to build on this foundation and help build an  infrastructure as the Korean math educators and leaders strengthen the foundation of the mathematics education ecosystem, such as bringing together mathematics education experts, teachers, local governments, education institutes, and parents for the improvement for the learners of all ages.

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Wednesday, July 26th, 2017

Working with Dedicated Democracy Prep Teachers in DC

Today we talked about increasing the rigor to provide meaningful learning for each and every one of our learners!

Democracy Prep teachers are dedicated to their students’ learning important mathematics!
Enjoying the week with Dr. Toya Frank, Sara Birkhead and Jay Bradley and our teacher leaders from Democracy Prep, Tiana, Lyndon and Jasmin! What a dream team!

working with Democracy Prep teachers

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Thursday, June 8th, 2017

Math in 3D!

Math in 3D!

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To many people, mathematics is seen as a topic of study, a course or content that they remember as problems they saw in textbook- A 2D experience – Flat and unrelated to their real world or daily lives. One of the paradigm shifts needed for many, is Math in 3D! What does that mean? Math in 3D has depth of understanding as it relates to  and  exists in the real world.

How can we help students see themselves as mathematicians using mathematics in the real world to many everyday decisions?

 

3 D Math

In this way, mathematics, should be seen as 3 D: a) mathematics conceptual understanding , 2) Procedural Understanding and set in a 3) real world context.

So for examples, 1) math concept of area—–> 2) relate to the procedure of A=L*W and is 3) used in the real world to figure out the square footage of houses. It is this third dimension, the context in the real world that takes the often experience mathematics to the 3D level!

Wednesday, March 8th, 2017

COMPLETE MATH at NCTM and VCTM

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Suh, J.M., Birkhead, S., Baker, C., Frank, T., Seshaiyer, P. (April, 2017) Examining Coaching Structures that Supported Mathematics Teacher Learning. Presented at National Council of Teachers of Mathematics, San Antonio, TX.

Suh, J.M. & Matson, K. (April, 2017). Mobilizing Teachers as Researchers to Promote an Innovative Classroom Practice of Implementing Mathematical Modeling in the Elementary Grades. Presented at the annual meeting of the American Educational Research Association Conference, San Antonio, TX.

Gallagher, M.A. & Suh, J.M. (April, 2017) Learning to Notice Ambitious Mathematics Instruction Through Cycles of Structured Observation and Reflection. AERA, San Antonio, TX.

Modeling Mathematics Ideas to Enhance Productive Disposition towards Mathematics- New! – “Family of Problems” This session will focus on implementing Modeling Mathematics Ideas to develop students’ math understanding and productive disposition towards mathematics. The workshop will engage teachers and math leaders in meaningful mathematical tasks called a “Family of Problems” that focus on algebraic and proportional reasoning, data analysis, and problem solving. Participants will also discuss the important teaching and assessment strategies that are used with this problem-based learning approach. We will share our framework for building Strategic Competence and Productive Dispositions through Modeling Mathematical Ideas including the application of mathematics for 1) problem solving; 2) problem posing; 3) mathematical modeling; 4) the flexible use of representational models, tools, technology and manipulatives to solve problems and communicate mathematical understanding; and 5) the deep understanding of conceptual models critical to understanding a specific mathematics topic. We will also share a series of classroom tested teacher-designed problem tasks called the “Family of Problems” which are rich tasks that have a related mathematics concept. • Jennifer Suh, jsuh4@gmu.edu, George Mason University, Fairfax, VA • Padhu Seshaiyer, George Mason University, Fairfax, VA • Patti Freeman • Linda Gillenillen

Making Instructional Shifts: Targeted Professional Development on Coaching Mathematics teacher leaders will share their experiences as co-facilitators with George Mason University instructors for lesson study with small teams of K-12 teachers enacting rich mathematics tasks. Participants will draw from the coaches’ challenges and celebrations as they engage in activities to envision instructional shifts in their schools. • Courtney Baker, cbaker@gmu.edu, George Mason University, Fairfax, VA • Terrie Galanti, George Mason University, Fairfax, VA • Alyson Eaglen • Jenny Clovis • Bonnie Krajeski • Amy Miknis • Jennifer Suh, jsuh4@gmu.edu, George Mason University, Fairfax, VA • Padmanabhan Seshaiyer, pseshaiy@gmu.edu, George Mason University, Fairfax, VA • Toya Frank, tfrank4@gmu.edu, George Mason University, Fairfax, VA

https://docs.google.com/presentation/d/1yHgwihCqeSzXGdM6HX66euuV6haihvJrUvNNWXbZhSw/edit?usp=sharing

Broadening Participation for English Learners in Mathematics We will present an assets-based approach for teaching mathematics to English language learners (ELLs) that was the guiding framework of a summer workshop and follow-up lesson stud for teachers’ grades 5-9 on rational numbers and proportional reasoning. This approach challenges educators to broaden their understanding of what it means to communicate mathematically. It also challenges the idea that vocabulary acquisition must precede deep mathematical thinking. Teachers in the session will have the opportunity to experience instructional scaffolds for ELLs based on contemporary research from experts in ELL and mathematics education. These scaffolds help to reduce cognitive overload while maintaining high cognitive demand as students productively struggle with challenging mathematical tasks. All examples will be presented in the context of rational numbers and proportional reasoning. The faculty, teachers, and coaches from the summer/fall workshop and subsequent lesson study will present how they used this approach in their schools, the instructional shifts they observed, the challenges they faced, and the advantages of teaching mathematics to ELLs using this approach. • Toya Frank, tfrank4@gmu.edu, George Mason University, Fairfax, VA • Rachelle Farmer – Fairfax County PS, VA • Abhilasha Tripathi – Prince William County PS, VA • Jennifer Suh, jsuh4@gmu.edu, George Mason University, Fairfax, VA • Courtney Baker, cbaker@gmu.edu, George Mason University, Fairfax, VA • Padmanabhan Seshaiyer, pseshaiy@gmu.edu, George Mason University, Fairfax, VA

https://docs.google.com/presentation/d/1B-9xao_S2IAkEg9X_qIpI4kpznbdnO6hUXFNMdFjTpc/edit#slide=id.g1d17d297a8_2_222

Ducks & Sheep to Minotaurs & Pegasi: Algebraic Thinking Grades 2-11 Participants in this session will have the opportunity to look at how a single problem was modified and implemented across grades 2 through 11 to promote students’ understanding of algebraic reasoning. Presenters will be classroom teachers who collaborated to modify the task for use at each grade level and who implemented the problem in diverse settings. The vertical nature of this rich task will provide participants the opportunity to see how this task fits into their grade-level content. We will look at teachers’ implementation, students’ strategies, as well as the vertical articulation of content acquisition within the Patterns, Functions, and Algebra strand. Participants will have the opportunity to experience several versions of the task presented at multiple grade levels and analyze the progression of student work in algebraic reasoning. Presenters will also share online resources that we call “Family of Problems” with rich tasks at all grade levels. • Padmanabhan Seshaiyer, pseshaiy@gmu.edu, George Mason University, Fairfax, VA • Jennifer Suh, jsuh4@gmu.edu, George Mason University, Fairfax, VA • Courtney Baker, cbaker@gmu.edu, George Mason University, Fairfax, VA • Toya Frank, tfrank4@gmu.edu, George Mason University, Fairfax, VA • Sara Birkhead, George Mason University, Fairfax, VA • Terrie Galanti, George Mason University, Fairfax, VA • Emily Burrell, Fairfax County Public Schools, Fairfax, VA • Liz Taylor, evtaylor1@fcps.edu, Fairfax County PS, VA • Brain Wiseman, Fairfax County PS, VA

https://docs.google.com/presentation/d/1g5JT5lskwkwQefDVuqekIDn_rxxjwKZnSm-7MNVzqcM/edit?usp=sharing

Mathematical Modeling in General Education and Advanced Academic Classrooms Is Mathematical Modeling (MM) equally successful in General Education and Advanced Academic settings? Elementary teachers designed and implemented a MM task engaging students in authentic problem posing and solving while addressing grade-level standards. We compare student responses and strategies and the development of 21st century skills. • Kathleen Matson, kmatson@masonlive.gmu.edu, George Mason University, Fairfax, VA • Jennifer Suh, jsuh4@gmu.edu, George Mason University, Fairfax, VA • Kim Fair – George Mason University, Fairfax, VA • Samara Green – Fairfax County PS, VA • Christine Onide – Fairfax County PS, VA • Atifa Kuraishi – Fairfax County PS, VA • Spencer Jamieson, spencer.jamieson@fcps.edu, Fairfax County PS, VA • Carol Cockerill, Fairfax County PS, VA • LyndaLea Furtado, Fairfax County PS, VA • Padhu Seshaiyer, George Mason University, Fairfax, VA

Mathematical Modeling Inspiring our Students to Love Math Mathematical modeling is an important topic of study and mathematical practice in grades K-12. This session will engage the participants in considering Mathematical Modeling tasks in the early grades. Teachers and university collaborators will share Math Modeling Units taught in 3-6th grades and share how MM enhanced the teaching and learning of mathematics by bringing in the real world context to students and enriched the learning environment. We will launch the task called “America in a Day” to inspire the audience with the authentic MM task of designing a family outing for their summer vacation and two 6th grade lessons called “Food for Thought” and “Running a School Store” that bring in number sense, algebra and data analysis . • Liz Taylor, evtaylor1@fcps.edu, Fairfax County PS, VA • MaryAnne Rossbach, Fairfax County PS, VA • Spencer Jamieson, spencer.jamieson@fcps.edu, Fairfax County PS, VA • Kathleen Matson, kmatson@masonlive.gmu.edu, George Mason University, Fairfax, VA • Padhu Seshaiyer, George Mason University, Fairfax, VA • Jennifer Suh, jsuh4@gmu.edu, George Mason University, Fairfax, VA

Thursday, January 5th, 2017

Modeling Mathematical Ideas- Published in 2017!

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Developing Strategic Competence in Elementary and Middle School

JENNIFER M. SUH AND PADMANABHAN SESHAIYER

Modeling Mathematical Ideas combines current research and practical strategies to build teachers and students strategic competence in problem solving.This must-have book supports teachers in understanding learning progressions that addresses conceptual guiding posts as well as students’ common misconceptions in investigating and discussing important mathematical ideas related to number sense, computational fluency, algebraic thinking and proportional reasoning. In each chapter, the authors opens with a rich real-world mathematical problem and presents classroom strategies (such as visible thinking strategies & technology integration) and other related problems to develop students’ strategic competence in modeling mathematical ideas.

https://rowman.com/ISBN/9781475817607

https://www.amazon.com/Modeling-Mathematical-Ideas-Developing-Competence/dp/1475817592

Thursday, December 22nd, 2016

Winter Graduation 2016

Congratulations to MASON graduates Winter 2016, especially Dr. Alice Petillo! You did it!

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Tuesday, November 15th, 2016

Facilitating Team Time at NCTM’s INNOV8

photo-1NCTM launched their first Innov8 conference focused on Supporting Struggling Learners. I had an awesome opportunity to meet with motivated school teams that attended this conference to be inspired and focus on a solution-oriented action plan!

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Tuesday, November 1st, 2016

Keynote at the 25th Annual Teacher Researcher Conference

Creating a Multiplier Effect through Teacher Researchers—Tapping into the Geniuses & Scholars in our Schools

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Saturday, October 15th, 2016

Analyzing Student Work &Math Authority and Agency

IMG_9285Analyzing student work provide us with an understanding of how students develop conceptual understanding and what misconceptions and partial understanding  exist at different learning points.

Wednesday, October 5th, 2016

GMU IMMERSION Team Presents at the SIAM Education Conference

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Saturday, October 1

MS12
Implementing Mathematical Modeling in the Elementary Grades and Beyond

9:30 AM – 11:30 AM
Room: Assembly E – Fifth Level

Mathematical modeling is an important topic of study and mathematical practice in the newly adopted Common Core State Standards in grades K-12. This symposium will engage the SIAM audience in considering ways in which early introduction to mathematical modeling can promote computational thinking. Brief presentations from a team of mathematicians, math educators, teachers and undergraduate STEM scholars will demonstrate how they collaborated on Mathematical Modeling tasks in the early grades. They will share case studies of how MM enhanced the teaching and learning of mathematics by bringing in the real world context to students and enriched the learning environment.

Organizer: Jennifer M. Suh
George Mason University, USA
Padmanabhan Seshaiyer
George Mason University, USA

9:30-9:55 Mathematical Modeling with Inservice Teacher Education abstract
Spencer Jamieson, Fairfax County Public School, USA; Jennifer M. Suh and Padmanabhan Seshaiyer, George Mason University, USA
10:00-10:25 Teachers Roles in Promoting Mathematical Modeling in the Classroom abstract
MaryAnne Rossbach, Fairfax County Public School, USA; Kathleen Matson, George Mason University, USA
10:30-10:55 Undergraduate Stem Scholars Inspiring Young Math Modelers abstract
Kathleen McClane, George Mason University, USA; Liz Taylor, Fairfax County Public School, USA
11:00-11:25 Mathematical Modeling to Promote 21st Century Skills and Computational Thinking abstract   Jennifer M. Suh and Padmanabhan Seshaiyer, George Mason University, USA

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