Archive for Uncategorized
Thursday, September 12th, 2019
Routines to support math talk
Love how my friends at Howard County share all their wonderful math resources.
https://hcpss.instructure.com/courses/106/pages/grade2routines
Look fors by my friend John San Giovanni gets at the heart of meaningful math teaching!!!
https://blog.heinemann.com/lookforsmath59
Wednesday, September 11th, 2019
Math Modeling Networked Improvement Communities (MMNIC)
Lewis, C. (2015). What is improvement science? Do we need it in education? Educational Researcher, 44(1), 54–61.
process of improving practice through systematic inquiry
HOW DO WE ACCELERATE RESEARCH THAT SHOWS EVIDENCE OF POSITIVE OUTCOMES>
Education researchers engage in improving practice, but their findings are seldom shared beyond their school, district, or state (Zeichner, 2001). Thus, promising practices often are not implemented in new contexts or are implemented on a large scale without the necessary capacity to do so and without careful attention to the challenges of implementation (Bryk et al., 2015; Coburn & Stein, 2010)
https://ies.ed.gov/ncee/edlabs/regions/midwest/pdf/REL_2017264.pdf
Thursday, August 29th, 2019
MotivatedCOMPUTE Equity
As I begin a new semester with excited new preservice 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. Mpower “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 preservice 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/mpowerthroughmathematicalmodelingforegroundingequityinmodelingactivities/
Wednesday, August 28th, 2019
Why reflect on Past, Present and Future Math Classroom Experiences
Research shows that teachers have rich lived experiences that impacts their beliefs about math teaching and learning. Many have had meaningful eureka moments in math when they first discovered the beauty of the pattern in numbers like seeing how all the sums of odd numbers were square numbers or a phenomenal math happening like using math to figure out exactly how much food to prepare for a Thanksgiving! Well, you always overestimate when it comes to food and inviting company 🙂 The fact is that when push comes to shove, we teach the way we were taught. So if we really want to invite our students into learning environments where they feel like they belong, we will have to be sure we keep equitable teaching practices front and center. Van de walle et al (2019) showcases the 8 teaching practices that we hope all our aspiring teachers see in their present field placements and hope to implement in their future classrooms.
Sunday, August 25th, 2019
A call for teachers as designers and researchers
With the open access and availability of instructional resources on the internet, teachers need think more like teachers as designers and researchers and not just consumers of instructional materials. This is an important teaching skill that allows teachers to be more judicious when selecting tasks and materials for instruction, accessing student learning through action research in their respective classrooms.
Many of these resources are vetted by educators but individual teachers still owe it to themselves and their students to collect evidence of effectiveness based on their teaching context, student population and needs.
That is where EQUAL Mathematics comes in! This website is part of my instructional resources that helps teachers take existing units, lessons and tasks and supplement the material with an equitable teaching lens. How does the material attend to diverse learners who may need a connection to real world application? What are ways to engage each and every learner to activity participate in the sense making process as the lesson progresses so that one can build ownership in their math thinking? What are the multiple representations that are used to communicate math understanding in small groups and to build collective knowledge in the classroom? What routines for sense making and reasoning is encouraged to promote critical thinking ?
Friday, August 23rd, 2019
Essential Skills for Success for All
Saturday, March 2nd, 2019
Grant for Teachers and Leaders
These are some smaller grants that I have seen success with teachers/leaders:
Grants of up to $3,000 are awarded to persons currently teaching mathematics in grades PreK12 for the innovative use of technology and other tools to “help teachers and students visualize and concretize mathematics abstractions…”
A grant with a maximum of $3,000 will be awarded for action research conducted as a collaborative by university faculty, preservice teacher(s), and classroom teacher(s) …
Classroom teachers receive up to $4,000 for support of inservice programs.
https://www.neafoundation.org/foreducators/
https://mccartheydressman.org/teacherdevelopmentgrants/
https://teach.com/what/teacherschangelives/grantsforteachers/
teach.com
Professional Development Grants For Teachers NEA Foundation Learning and Leadership Grants. Amount: $2,000 to $5,000 Description: The NEA Foundation for the Improvement of Education awards grants that support the professional development of public school teachers and faculty in public institutions of higher education. Grants may fund professional development experiences, such as summer …

Saturday, February 2nd, 2019
MSRI focusing on Math Modeling!
http://www.msri.org/workshops/919