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Manjari Kapoor

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I was wondering which of the math curriculums are aligned to common core for elementary school?
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Manjari Kapoor's profile photoHeather J. O'Shea's profile photo
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Manjari -
What Works Clearinghouse is not a curriculum; it is a tool for educators.  They review research on different materials, programs, practices, etc. and present, 'what works', hence the name of the site. Sorry for the confusion.
I am happy to tell you about our experience with Math In Focus and Engage NY's modules. Instead of taking up space here, please send me your email or you can forward me questions at  hjomath71@gmail.com.
Best-
Heather
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Wanted to share how my 3.5 year old decided to use an abacus, on her own... What does that mean for the potential of the tool with small children? I gave her no prompting...
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Alicia Adrienne
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Regrouping: Another hot topic in education..
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Alicia Adrienne
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Another quick video to gain insight on teaching 
inside mathematics - a professional resource for educators
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Anne Louise Ennis

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This (brief!) article gives some fantastic, clear examples of students (and their teacher) digging into deep comprehension of number relationships in a quick, accessible way.

I'm thinking of sharing this article with teachers; so, teachers out there, I'd appreciate your feedback. What do you take away from this article? How does it speak to your teaching practice?
ANIE program written by Chilliwack and Fraser Cascade educators to help assess math skills getting impressive results
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Marvin Cohen's profile photo
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I also wonder what this article demands of the school leader.  In this article leadership came from within.  If you were looking at this classroom, what would you look for as evidence of learning?  What does it mean to be successful in this classroom?  How does the teacher support success?
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Alicia Adrienne
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Alicia Adrienne
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Thought this article ties well with the last conversation about giving kids experiences to to memorize facts or recall them from memory...Thoughts? 
It’s time to debunk the myths about who is good in math, and Common Core state standards move us toward this worthy goal. Mathematics and technology leaders support the standards because they are rooted in the new brain and learning sciences. All children are different in their thinking, strength and interests. Mathematics classes of the …
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Marvin Cohen
owner

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This is from Deepa.  Just want to make sure you all get the link.  It is the Kling, Bay Williams article on multiplication facts (https://drive.google.com/file/d/0B2kl_h6vQE61ZDFOTDZxQXpPTDA/view?usp=sharing )
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Thanks for sharing, +Marvin Cohen and +Deepa Bharath. This article is so important I think; I'm going to send it out to middle grades teachers. Despite our school's constructivist approach, many teachers (and administrators) think that kids at some point need to "just memorize their facts."
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Marvin Cohen
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FYI
I forgot to tell people that +Michael P Cassaro has a new baby!!!
About 6 weeks old by now.  BRAVO!!!
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Alicia K

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The debate on Fact Fluency...
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About this community

WELCOME to “Math with your PJs on.” A place for doing math together. A place for giving and getting feedback on our math teaching. Some things you should know about the community. We are committed to children learning and doing mathematics. We are biased toward progressive pedagogy. We like math even when we are uncomfortable and not understanding it. We don’t always understand math, but are willing to work at it. We want to find ways to help children understand and be successful at math. We deepen our understanding by interacting with each other. PLEASE NOTE: It is ok to read and not comment, but if you do, please click on the +1 button to let others know you have been listening to them.

Marvin Cohen
owner

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I was wondering what Anne Louise did as a follow up to her posting.
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I can't really say that I did very much, other than think about it a lot. I didn't feel like it was necessarily a "respond immediately, the children are in urgent need, this is a clear threat to their learning" situation. At least, I didn't think that taking such a response would be effective in terms of the teacher's growth or our collaborative relationship. Moreover, I had not yet had the opportunity to visit the teachers classroom, and I like to start off the year with a low-stress visit followed by positive feedback before diving into the challenging work of change.

When we question students, we try to question their thinking when they have produced the correct answer, as well as when their responses are inaccurate. I think this is equally important when working with adults; if, as a Math Coordinator, I begin by questioning statements I believe to be erroneous, I can set the tone that I am policing peoples' hard work, rather than collaborating to develop a teaching practice. Those hard questions need to arise, but in an environment of positivity and trust. At this point in the year, we're still constructing that environment.

I often reflect on the quotation by Pascal, "We are usually convinced more easily by reasons we have found ourselves than by those which have occurred to others." In my work, this thought often translates to "Anne Louise, hold back, ask questions, don't just tell people what you would do if it were your classroom! What sort of experience could you facilitate that would allow the teacher to build their own understanding?"

I'm thinking about how to provide opportunities for teachers to engage in discussing ideas about "What is Math?" so that they can develop this understanding for themselves, and also to develop the pedagogical content knowledge that will enable them to confidently proclaim, "This IS Math!" From there, I think we can begin to discuss how to positively and proactively instill this confidence and understanding in their classrooms, for all their students.
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Anne Louise Ennis

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Overheard in the hallways: "I'm hoping that when we're doing this activity, the students might not even realize it's math!"

This comment made me uneasy. How would you respond?
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Robin Hummel's profile photoMarvin Cohen's profile photo
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Of course it is hard to know about your discomfort.  One reason I often find for discomfort is an inconsistency in what the people involved in the conversation think math is.   I often ask "where is the math?"  What is the math of a skill and drill activity?  What is the math of a really interesting non-routine problem?  Both are potentially full of math (yes, even the skill and drill), but if the teacher doesn't know what the math is, the big idea, then it is not likely the child is going to know what the math is.

If the staff developer doesn't know where the math is (I don't mean you), the teacher won't.  Perhaps that is what the teacher meant about the kids not knowing that the "fun" activity was math.  I would suggest that it is really important to make sure that the teacher let them very clearly know what the math is and why it is math.  That is of course if the teacher knows.
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Alicia Adrienne
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Another useful website for resources. 
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Alicia Adrienne's profile photoMarvin Cohen's profile photo
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The Shell Centre is also online for free.  Terrific stuff.  Follow the link Alicia gave us and let us know if you use it.
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Marvin Cohen
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Alicia Adrienne's profile photoMary Ann Jamgochian's profile photo
 
I like how changing a math question, like: "Can you solve 1 divided by 2/3?"to Can you show all the creative ways to solve 1 divided by 2/3?" encourages creative and flexible thinking.
This makes me wonder, Could children know creative ways to solve a problem as well as know a certain procedure? Does it have to be one or the other? Could it be both? If children make connections between a creative strategy and a procedure or formula to solve a problem, am I fostering fixed or growth thinking? 
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Alicia Adrienne
moderator

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Grades 4-10 Resource: Perhaps for Summer Reading?
How could number talks help students recall basic facts and operate numbers proficiently, efficiently and accurately...
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Anne Louise Ennis's profile photoAlicia Adrienne's profile photo
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Thanks +Anne Louise Ennis!

I plan to read this book and post/blog thoughts during the summer. I invite any of you to read and post your thoughts at your convenience. 
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Marvin Cohen
owner

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+Deepa Bharath brings up a daunting question that brings us back to the Kling Bay article.  Are children expected to do things by memorization or from memory.  +Deepa Bharath  experience is not uncommon from what I can tell informally and relates to learning algorithms, the standard American algorithm or others.  Brings me back to +Anne Louise Ennis question about how you deal with the pressures.

+Abby Gordon has made some interesting comments http://www.bankstreet.edu/blogs/math-leadership/2015/05/04/timed-tests-fact-fluency/  .  She and +Beth Menzie make me aware that this is a K-12 problem.
Timed Tests & Fact Fluency. Posted by Abby Gordon in Math Leadership on May 04, 2015. None. Math teachers at my school, a progressive preK-8 school in Philadelphia where I work as a math specialist, are struggling with the role of timed tests in measuring fact fluency. This is a common struggle ...
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Alicia Adrienne
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What ARE the key characteristics teachers use to make students feel valued and successful in math? 
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Marvin Cohen
owner

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And the Baroody (2006) article that is mentioned in all of these articles is important to read.  I believe it was posted on this site previously.  Maybe by +Michael P Cassaro 
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Marvin Cohen
owner

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Fluency seems to be the topic of the month and +Anne Louise Ennis question the extension.  This article on Fluency is easily applicable to Anne Louise's dilemma.  Three Steps to Mastering Multiplication Facts
By Gina Kling and Jennifer M. Bay-Williams in the current issue of TCM.  I will post it later in the week.  NCTM is not letting me into their site today.
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Marvin Cohen's profile photoDeepa Bharath's profile photo
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+Alicia Adrienne Are array cards the new flashcards? Interesting question :) I think array cards are better than regular flash cards - they have a visual model. However, having watched students use array cards and play games with them, I think they have limits.Without teacher guidance and systems in place to guide independent practice, array cards don't necessarily help students build more efficient strategies or be more flexible with the strategies they have. For instance, even with array cards, students may count all by ones to find the product of 6x4 or skip count by 4s when they may be able to think about that fact 2x(6x2) or (4x5)+(4). I think a very neglected part of the fact fluency debate is conferring - how do teachers confer with partnerships as students play fluency games? How do we set up partnerships to be accountable and supportive without students just telling each other the answer. How much time do we actually let students play games and then reflect on the learning? How do we keep track of 'just right' games like 'just right' books in reading? Without explicit goals and naming next steps or strategies to try, not all students will automatically build fluency. 
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