Saturday, March 2nd, 2019

Grant for Teachers and Leaders

These are some smaller grants that I have seen success with teachers/leaders:

https://www.nctm.org/Grants/

Grants of up to $3,000 are awarded to persons currently teaching mathematics in grades Pre-K-12 for the innovative use of technology and other tools to “help teachers and students visualize and concretize mathematics abstractions…”

Grades: PreK-5, 6-8, 9-12
Deadline: May 03, 2019
Classroom teachers receive up to $4,000 for support of in-service programs.
Grades: 9-12
Deadline: May 03, 2019
Classroom teachers receive up to $4,000 for support of in-service programs.
Grades: 6-8
Deadline: May 03, 2019
A program grant of up to $24,000 will be awarded to a classroom grades Pre-K–6 teacher seeking to improve his/her understanding and appreciation of mathematics by completing course work in school mathematics content and pedagogy working toward an advanced degree…
Grades: PreK-5, 6-8
Deadline: May 03, 2019

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) …

Grades: PreK-5, 6-8
Deadline: May 03, 2019
Updated! A scholarship with a maximum of $3,000 will be awarded to an individual currently teaching mathematics at the grades 6–12 level to complete credited course work in the history of mathematics…
Grades: 6-8, 9-12
Deadline: May 03, 2019

Classroom teachers receive up to $4,000 for support of in-service programs.

Grades: PreK-5

https://www.neafoundation.org/for-educators/

https://mccartheydressman.org/teacher-development-grants/

https://teach.com/what/teachers-change-lives/grants-for-teachers/

Other Grant & Fellowship Opportunities

 

Saturday, February 2nd, 2019

MSRI focusing on Math Modeling!

http://www.msri.org/workshops/919 

Critical Issues in Mathematics Education 2019: Mathematical Modeling in K-16: Community and Cultural ContextsMarch 06, 2019 – March 08, 2019

OrganizersJulia Aguirre (University of Washington – Tacoma)LEAD Cynthia Anhalt (University of Arizona)Staffas Broussard (The Algebra Project)Ricardo Cortez (Tulane University)Michael Driskill (Math for America )Sol Garfunkel (Consortium for Mathematics and Its Applications (COMAP))Genetha Gray (Salesforce)Maria Hernandez (North Carolina School of Science and Mathematics)LEAD Rachel Levy (MAA – Mathematical Association of America)Javier Rojo (Oregon State
Speaker(s)

Show List of Speakers

Mathematical Modeling (MM) now has increased visibility in the education system and in the public domain. It appears as a content standard for high school mathematics and a mathematical practice standard across the K-12 curriculum (Common Core Standards; and other states’ standards in mathematics education).  Job opportunities are increasing in business, industry and government for those trained in the mathematical sciences. Quantitative reasoning is foundational for civic engagement and de…   Show more
Schedule, Notes/Handouts & Videos

Tuesday, July 10th, 2018

Tapping into the Sense of Wonder in Math

Sense of Wonder and curiosity is innately wired in human beings.

http://www.5280math.com/noticing-and-wondering/

https://www.mathhooks.com/

http://robertkaplinsky.com/lessons/

There are a number of resources available as sources of great, engaging mathematics tasks.

MAISA_atlas_logoMichigan-developed MAISA CCSSI Units (Michigan Association of Intermediate School Administrators – Common Core State Standards Initiative)

Grades:  kindergarten through high school

The MAISA project has taken the CCSS-M and CCSS-ELA standards and placed them in units of study for all grades K-11.  The mathematics units include a unit plan, a detailed model lesson from the unit, one or more formative assessment tasks, and a wealth of other resources.  The units are made available through MAISA’s Atlas curriculum management software’s public site.

 

Math 5280 Logo Jerry Burkhart’s “Creative Math Prompts” provide visual prompts for exploring “What do you wonder?”  “What do you know?”  See also his “Problems That Never End”.

 

 

 

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Jo Boaler and her youcubed team at Stanford University have created and gathered a number of tasks across all grade levels.  Since fall 2015, the team has also created a “Week of Inspirational Math” with the idea of kicking off the school year with highly engaging rich mathematics tasks.

Grades:  kindergarten through high school

 

Math HooksMathHooks.com – intriguing “hooks” for each of the grades 7 and 8 mathematics standards to help teachers kick off lessons through inquiry.

 

EMATHS  EMATHS – Excellent Michigan-produced tasks and units for Algebra 1, Geometry, and Algebra 2.  The professional learning is also great, and along with the tasks, can change teaching and learning to enrich mathematical understanding and competence.

 

 

 

MARS_logoMathematics Assessment Project – from MARS (Mathematics Assessment Resources Service)

Grades:  Mainly 6-8 and high school

See the Index of Classroom Challenges for 100 lessons in total.  See the Index of Summative Tasks for middle and high school novice, apprentice, and expert tasks.

 

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A 1993 NSF funded mathematics assessment project, Balanced Assessment included teams from Harvard, the University of California, Michigan State University, and the University of Nottingham.  It was ahead of its time in creating tasks (rather than “problems”) for students to engage in, explore, and develop and provide evidence of deep understanding.  Tasks are available at all grade levels, and have since been published by Corwin Press and by Teachers’ College Press.

Grades:  kindergarten through high school

 

NRICH Mathematics Logo

NRICH – Enriching Mathematics – from the University of Cambridge

Grades:  kindergarten through high school; Select the “Teachers” menu option and choose from Early Years, Primary, or Secondary.

 

InsideMathematics Logo  Inside Mathematics – Includes “Problems of the Month” and “Performance Assessment Tasks”, along with other helpful resources for teachers and professional learning providers.

 

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Graphing Stories:  Fifteen seconds at a time      A collection of short video clips illustrating various types of change for students to graph.  Not a “rich task” in itself, but the site takes the “heavy lifting” of providing suitable edited video clips for teachers to use as part of a task.

Grades:  Middle school and high school

101Questions Logo

101 Questions provides a wealth of photos and video clips to inspire asking great mathematical and statistical questions.  These graphics can help kick off a rich investigation.

Grades:  mainly middle and high school; some suitable for upper elementary.

NSDL  National Science Digital Library – Includes mathematics tasks.  Choose MATHEMATICS as the “subject” and the grade level you are interested in viewing.

 

NCSM_logoNational Council of Supervisors of Mathematics – NCSM has published a new version of its “Great Tasks for Mathematics” (original set of problems released in the 1990s).  Two books.

Grades:  K-5 (“NCSM Great Tasks for Mathematics K-5”)  and 6-12 (“NCSM Great Tasks for Mathematics 6-12”)

DanMeyer blog logoDan Meyer’s Three-Act Math Tasks – For background on using Three-Act Mathematical Stories, read Dan’s blog here.

3-Act Math Problems – Inspired by Dan Meyer.  An innovative way of approaching and enriching mathematics problems; many sites are noted in this LiveBinder.

Grades:  Mainly middle school and high school.

Achieve the Core Logo Achieve the Core – Includes mathematical tasks along with other resources of interest to teachers.

emergent math logo  Emergent Math – Includes CCSS Problem-Based Curriculum Units, along with links to the mathematical tasks within the units.

Mathalicious Logo

(Fee-based)  Mathalicious has a number of tasks tagged to standards.  They have now organized some tasks into units to assist teachers with embedding rich tasks into lessons throughout the course.

Grade levels:  Grade 6 through High School

 

PBS Learning Media Logo

PBS provides over 1900 math-related itemsto spark ideas for rich tasks.  Most of the entries here are not fully-developed tasks, but inspirations or launches for tasks.  Use the filter provided to explore what’s available for your grade(s).

Grade levels:  Pre-K through High school

 

Illustrative_Mathematics_logoIllustrative Mathematics has released an excellent mathematics curriculum resource for grades 6 through 8.  It has received a nearly perfect score from EdReports.org.    See also the other rich tasks at the website.

 

MathLanding LogoMath Landing: Resources and Tools for Elementary Math Specialists and Teachers.  Grades:  K-5.  Check out the Classroom Collections.  Grouped by Standard of Mathematical Practice.

 

Estimation180 Logo

Estimation 180 provides photos which teachers can use a prompts for estimating and developing number sense.  Many of these photos could serve as prompts for Number Talks or Math Talks.  The site provides lessons, other activities, and other resources.

Grade Levels:  kindergarten through high school

CICCIC Task Library (Complex Instruction Consortium) – Tasks for High School – You may need to sign in with a Google account.  Once in the site, click on CONSORTIUM, and then on TASK LIBRARY.

 

EastMidlands LogoEast Midlands (U.K.) Math Tasks – A collection of tasks along with teacher guides.

Grade levels:  kindergarten through high school

 

North Carolina PS Logo

 

North  Carolina has developed a number of tasks as part of their Department of Education curriculum support.  They are posted by grade level. Look under the “Compiled Documents”.

Click on the grade level to visit:

kindergarten      1st grade     2nd grade
K-2 Formative Tasks Overview

3rd grade      4th grade      5th grade
Grades 3-5 Formative Tasks Overview

6th grade       7th grade      8th grade
Grades 6-8 Middle Grades Overview

North Carolina High School Resources – “Math Resources for Instruction” documents provide or link a suggested task for each standard.  Look in the purple “Instructional Resources” box of the table.

 

nzmaths Logo

Rich learning tasks from New Zealand.  See also their “Counting Collections” resources.

Resources to help plan for and implement these great math tasks for teaching and learning:

Thinking Through a Lesson Protocol (TTLP)

The Thinking Through a Lesson Protocol

For a number of “math in real life” resources (not necessarily rich tasks), visit Math in Daily Life from Annenberg (Learner.org)

 

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.

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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

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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

 

Wednesday, November 1st, 2017

Embracing Failure-Focus on what you do after you fail

Productive Failure and Productive Struggle

Struggle

https://hbr.org/2017/11/how-coca-cola-netflix-and-amazon-learn-from-failure

 

Download (PDF, 475KB)

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!

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