Archive for TEACHING STRATEGIES

Friday, September 20th, 2019

Catalyzing Change-position students as being “math strong” with mathematical powers that empowers

Worked with 52 amazing Gr 3-8 VA teachers @VaSCL on using learning progression to position students as being “math strong” with mathematical powers that empowers them-moving away from deficit language to catalyze change in Elem & Middle School and bring #ETP Equitable Teaching Practices in the math class @kmorrowleong @Mathburner @math_rickard @Deb_crawford @nctm

Launched the day with a keynoteExperiencing Wonder, Joy and Empowerment through Modeling with Mathematics “

 

Thursday, August 29th, 2019

Motivated-COMPUTE Equity

As I begin a new semester with excited new pre-service teachers, I am inspired by Ilana Horn’s book @ilana_horn, Motivated- Designing Math Classrooms Where Students Want to Join In! She identifies five features of a motivational classroom: Students’ sense of belongingness, the meaningfulness of learning, students’ competence, structures for accountability and students’ autonomy. Dr. Horn shared how the mathematics classrooms are socially risky places and how we need to decrease that social risk to increase student participation and math talk. Thank you to stellar teachers like @pegcagle, Rafranz Davis, Sadie Estrella, Chris Luniak, Fawn Ngyuen, Elizabeth Statmore who open up their practices and routines that motivate student participation. I believe all their effort builds each and every student to have math power. M-power “empower” as I like to call it.

This powerful message aligns with 7 best equitable teaching practices that I call COMPUTE to provide equity in the math classroom that I will share with my pre-service teachers and with teachers I work with Lesson Study.

COMPUTE for Equitable Teaching and Learning in the Math Classroom

  • Caring, celebrating and connecting to cultural diversity, cultural contexts and the world we live in to engage in mathematics.
  • Owning the math-  Allow students to share their mathematical thinking and author math ideas that builds on collective knowledge
  • Motivating student to learn by providing experience that taps into learners curiosity and interest where they find challenge and academic success.
  • Problem Posing and Problem Solving as the core math activities to develop metacognition.
  • Understanding with competence and confidence that builds  students’ math identity
  • Targeted feedback to math learning for individual needs and accountable learning
  • Emotionally supportive learning environment where learners feel safe, valued and cared for where mistakes are embraced as steps to learning.

(See blog connecting COMPUTE Equity with Math Modeling Activities that Connect to Students Lived Experiences http://drjennifersuh.onmason.com/2019/08/20/m-power-through-mathematical-modeling-foregrounding-equity-in-modeling-activities/

Tuesday, August 20th, 2019

Foregrounding Equity in Modeling Activities

EQUAL Math- EQUitable Access to Learning Mathematics

How can you build students mathematical power to empower them and motivate them to learn mathematically to serve them? Mathematical modeling is a powerful way to immerse young students in ways that math can serve them in their every day life to make important decisions.

As teachers we must foreground these experience by considering equitable teaching practices that serve all students.There are seven important principles to consider when foregrounding equity in math modeling experiences for young students.

  1. Caring, celebrating and connecting to cultural diversity, cultural contexts and the world we live in to engage in mathematics.
  2. Owning the math-  Allow students to share their mathematical thinking and author math ideas that builds on collective knowledge
  3. Motivating student to learn by providing experience that taps into learners curiosity and interest where they find challenge and academic success.
  4. Problem Posing and Problem Solving as the core math activities to develop metacognition.
  5. Understanding with competence and confidence that builds their math identity
  6. Understanding with competence and confidence that builds their math identity
  7. Targeted feedback to math learning for individual needs
  8. Emotionally supportive learning environment where learners feel safe, valued and cared for where mistakes are embraced as steps to learning.

Here is a toolkit of web resources

Tuesday, April 23rd, 2019

Split it-VAULT-Vertical Articulation to Unpack the Learning Trajectory

Check out Dr. Suh’s latest Publication in the NCTM journal, Teaching Children Mathematics! 

 This article is from her current project called “Math VAULT”, Vertical Articulation to Unpack the Learning Trajectory, which focuses on using Lesson Study and Video Studies to learn from rich mathematics tasks implemented across grade levels that unpack the learning progression and enhance the teaching and learning of mathematics.

Wednesday, November 22nd, 2017

Mathematical Literacy

Math Literacy, according to the PISA’s Math Framework (2015), places the emphasis on the math modeling process and describe it as the “ability of students to analyze, reason and communicate ideas effectively as they pose, formulate, solve and interpret mathematical problems in a variety of situations. The PISA mathematics assessment focuses on real-world problems, moving beyond the kinds of situations and problems typically encountered in school classrooms. In real-world settings, citizens routinely face situations in which the use of quantitative or spatial reasoning or other cognitive mathematical competencies would help clarify, formulate or solve a problem. Such situations include shopping, traveling, cooking, dealing with personal finances, judging political issues, etc. Such uses of mathematics are based on the skills learned and practiced through the kinds of problems that typically appear in school textbooks and classrooms. However, they also demand the ability to apply those skills in a less structured context, where the directions are not so clear, and where the student must make decisions about what knowledge may be relevant and how it might be usefully applied.” PISA 2015 Math literacy document

modeling pisa.001

They continue to state that “Citizens in every country are increasingly confronted with a myriad of tasks involving quantitative, spatial, probabilistic and other mathematical concepts. For example, media outlets (newspapers, magazines, television and the Internet) are filled with information in the form of tables, charts and graphs about subjects such as weather, climate change, economics, population growth, medicine and sports, to name a few. Citizens are also confronted with the need to read forms, interpret bus and train timetables, successfully carry out transactions involving money, determine the best buy at the market, and so on. The PISA mathematics assessment focuses on the capacity of 15-year-old students (the age when many students are completing their formal compulsory mathematics learning) to use their mathematical knowledge and understanding to help make sense of these issues and carry out the resulting tasks. PISA defines mathematical literacy as: …an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen. Some explanatory remarks may help to further clarify this domain definition: • The term mathematical literacy emphasises mathematical knowledge put to functional use in a multitude of different situations in varied, reflective and insight-based ways. Of course, for such use to be possible and viable, many fundamental mathematical knowledge and skills are needed. Literacy in the linguistic sense presupposes, but cannot be reduced to, a rich vocabulary and substantial knowledge of grammatical rules, phonetics, orthography, etc. To communicate, humans combine these elements in creative ways in response to each real-world situation encountered. In the same way, mathematical literacy presupposes, but cannot be reduced to, knowledge of mathematical terminology, facts and procedures, as well as skills in performing certain operations and carrying out certain methods. It involves the creative combination of these elements in response to the demands imposed by external situations.”

Download (PDF, 1.31MB)

Tuesday, November 21st, 2017

Art of Asking Good Questions

With my work with Mathematical Modeling and Teaching practices, I think hard about the art of asking questions.

Harvard Business School article by Pohlmann and Thomas (2015) write about “Relearning the Art of Asking Questions” https://hbr.org/2015/03/relearning-the-art-of-asking-questions

The curious four-year-old asks a lot of questions — incessant streams of “Why?” and “Why not?” might sound familiar — but as we grow older, our questioning decreases. In a recent poll of more than 200 of our clients, we found that those with children estimated that 70-80% of their kids’ dialogues with others were comprised of questions. But those same clients said that only 15-25% of their own interactions consisted of questions. Why the drop off? They suggest these four types of questions to achieve 4 different goals. Clarifying, adjoining, funneling (or focusing since funneling has a negative connotation with PtA practices) and elevating. It makes me think about the math questions we ask in our math classrooms. Some view of the problem is wide and some narrow- when we are looking for patterns that is trying to look at a set of repeated reasoning or patterns (narrow) then to make a generalization or general rule for cases (wide). Often times, we are clarifying what students are thinking and affirming their thinking and other times we are extending their thinking to discover something new.

W150324_POHLMANN_FOURTYPES

Clarifying questions help us better understand what has been said. In many conversations, people speak past one another. Asking clarifying questions can help uncover the real intent behind what is said. These help us understand each other better and lead us toward relevant follow-up questions. “Can you tell me more?” and “Why do you say so?” both fall into this category. People often don’t ask these questions, because they tend to make assumptions and complete any missing parts themselves.

Adjoining questions are used to explore related aspects of the problem that are ignored in the conversation. Questions such as, “How would this concept apply in a different context?” or “What are the related uses of this technology?” fall into this category. For example, asking “How would these insights apply in Canada?” during a discussion on customer life-time value in the U.S. can open a useful discussion on behavioral differences between customers in the U.S. and Canada. Our laser-like focus on immediate tasks often inhibits our asking more of these exploratory questions, but taking time to ask them can help us gain a broader understanding of something.

Funneling questions are used to dive deeper. We ask these to understand how an answer was derived, to challenge assumptions, and to understand the root causes of problems. Examples include: “How did you do the analysis?” and “Why did you not include this step?” Funneling can naturally follow the design of an organization and its offerings, such as, “Can we take this analysis of outdoor products and drive it down to a certain brand of lawn furniture?” Most analytical teams – especially those embedded in business operations – do an excellent job of using these questions.

Elevating questions raise broader issues and highlight the bigger picture. They help you zoom out. Being too immersed in an immediate problem makes it harder to see the overall context behind it. So you can ask, “Taking a step back, what are the larger issues?” or “Are we even addressing the right question?” For example, a discussion on issues like margin decline and decreasing customer satisfaction could turn into a broader discussion of corporate strategy with an elevating question: “Instead of talking about these issues separately, what are the larger trends we should be concerned about? How do they all tie together?” These questions take us to a higher playing field where we can better see connections between individual problems.

Sunday, November 5th, 2017

Sparking a sense of Wonder- Curiosity a Pathway to Learning

Curiosity

IMG_0890

Kids are relentless in their urge to learn and master. As John Medina writes in Brain Rules, “This need for explanation is so powerfully stitched into their experience that some scientists describe it as a drive, just as hunger and thirst and sex are drives.” Curiosity is what makes us try something until we can do it, or think about something until we understand it. Great learners retain this childhood drive, or regain it through another application of self-talk. Instead of focusing on and reinforcing initial disinterest in a new subject, they learn to ask themselves “curious questions” about it and follow those questions up with actions. Carol Sansone, a psychology researcher, has found, for example, that people can increase their willingness to tackle necessary tasks by thinking about how they could do the work differently to make it more interesting. In other words, they change their self-talk from This is boring to I wonder if I could…?

You can employ the same strategy in your working life by noticing the language you use in thinking about things that already interest you—How…? Why…? I wonder…?—and drawing on it when you need to become curious. Then take just one step to answer a question you’ve asked yourself: Read an article, query an expert, find a teacher, join a group—whatever feels easiest.

Changing Your Inner Narrative

 

Thursday, June 8th, 2017

Math in 3D!

Math in 3D!

3d

 

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!

Thursday, January 5th, 2017

Modeling Mathematical Ideas- Published in 2017!

modeling-math-ideas-book

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

Tuesday, February 16th, 2016

High Leverage Practices in Math

Pulling it altogether: How do all the research-based practices support effective teaching and learning of mathematics?

 

High Leverage Practices http://www.soe.umich.edu/academics/bachelors_degree_programs/uete/uete_hlp/

MQI MQI 4-Point to use for MATH MODELING

TRU framework trumath_introduction_alpha

NCTM 8 teaching practices PtA Effective Teaching Practices