### Marvin Cohenowner

Resources that you recommended - Take a look at the new Math Leadership program blog. http://www.bankstreet.edu/blogs/math-leadership/2015/04/01/welcome-to-the-math-leadership-blog/

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Take a look at the new Math Leadership program blog. http://www.bankstreet.edu/blogs/math-leadership/2015/04/01/welcome-to-the-math-leadership-blog/

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Remember this problem from last year?

There are 36 children in a class. There are 8 more boys than girls. How many of each are there? You can take a look at this in the "Doing math together" section.

We had responses about ways to do this problem from grades 1 or 2 through high school. Singapore math to linear algebra. So what is the floor and what is the ceiling? or, What do you need to know and be able to do to be successful at this problem?

There are 36 children in a class. There are 8 more boys than girls. How many of each are there? You can take a look at this in the "Doing math together" section.

We had responses about ways to do this problem from grades 1 or 2 through high school. Singapore math to linear algebra. So what is the floor and what is the ceiling? or, What do you need to know and be able to do to be successful at this problem?

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moderator

Welcome new members. Thank you to those who continue to participate!

It is a pleasure to host this Google Community. The current goals of Math with your PJs are to share and reflect on:

•Current research in math education.

•Teaching practices

•Mathematical problems and solutions.

Your replies to posts are extremely helpful. It will, especially, give me insight on resources to share. Please don't hesitate to share this community with others.

I look forward to learning with you. Thank you in advance for your ideas, questions and creativity!

With enthusiasm,

Alicia

It is a pleasure to host this Google Community. The current goals of Math with your PJs are to share and reflect on:

•Current research in math education.

•Teaching practices

•Mathematical problems and solutions.

Your replies to posts are extremely helpful. It will, especially, give me insight on resources to share. Please don't hesitate to share this community with others.

I look forward to learning with you. Thank you in advance for your ideas, questions and creativity!

With enthusiasm,

Alicia

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owner

Hi,

I have invited Alicia K to host the next few months of PJs. Alicia is a colleague in the BSC School for Children, has been an adjunct, and is a frequent participant in PJs. She has interesting ideas for topics to pursue and is anxious to share her ideas with you. As in the passed she views PJs as a shared space where we can all pursue our interests and collaborate on ways to better help children learn and deepen our understandings of the CCSSM.

Hope you will all stay with us and please +1 if you are reading and not posting. This is very important to our research.

mtc

I have invited Alicia K to host the next few months of PJs. Alicia is a colleague in the BSC School for Children, has been an adjunct, and is a frequent participant in PJs. She has interesting ideas for topics to pursue and is anxious to share her ideas with you. As in the passed she views PJs as a shared space where we can all pursue our interests and collaborate on ways to better help children learn and deepen our understandings of the CCSSM.

Hope you will all stay with us and please +1 if you are reading and not posting. This is very important to our research.

mtc

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I know many of us are preparing our students for standardized tests. Oy Vey.. I thought to post this article to inspire you to think about how to help children feel more comfortable while they take these tests.

If students feel anxious, is it possible that pour test results are due to emotional and not cognitive factors? If it is more emotional, how can teachers tell? What kinds of questions could teachers ask to foster meaningful discussions to, perhaps, ease student anxiety? Maybe students need emotional tips as well as test taking tips? Thoughts?

If students feel anxious, is it possible that pour test results are due to emotional and not cognitive factors? If it is more emotional, how can teachers tell? What kinds of questions could teachers ask to foster meaningful discussions to, perhaps, ease student anxiety? Maybe students need emotional tips as well as test taking tips? Thoughts?

Teachers in the United States are often forced to follow directives that make little sense to them and are far removed from research evidence. One of the initiatives mandated by many school districts that I place high in the category of uninformed policy is the use of timed tests to assess math facts and fluency.
This article summarize the evidence from neuroscience and describe an alternative pedagogical routine that teaches number sense and ...

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moderator

Is math invented, discovered or perhaps uncovered? Either way, how can we teach math in a way that make the problem solver feel like a discoverer? Inventor?

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My friend at Penn just published this article about the value of Math Teachers' Circles. It's a long article, but his points and research are great, I thought.

The author argues that students' persistent struggles with mathematics suggest a new form of professional development for teachers is needed. The author draws on a model of professional learning in literacy education to propose an analogous model for mathematics education: teachers of ...

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owner

How often do you read or post to the PJs community?

8 votes - votes visible to Public

Daily

0%

Weekly

25%

Occasionally. No particular pattern

75%

Never. Not since September

0%

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My experience is the same as Deepa's...I'd want to post more but I'm too busy trying to keep up with the other 4 communities I'm in (plus one I'm moderating).

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owner

Doug Clements on Kindergarten in video. Math Happens in Kindergarten. Ontario Elementary Teachers Federation. Videos! http://buff.ly/1A1MkTx

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Excellent videos. Thanks Marvin.

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owner

This space has been fairly quiet the last several weeks. I know we are all busy and that makes participation difficult. I suggest we therefore use this space as a private informal twitter space. A place for short interesting postings and resources.

Hope you will all participate

Hope you will all participate

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Powerful. Perhaps an idea to research further?

What happens when parents and teachers—figures of towering importance in the world of children—pass on negative views about particular academic subjects?

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This is an important article, although I think we know the part about transference from the teacher. I recommend we all read the comments as well as the article. Thanks Alicia

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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.

owner

Why did the chicken cross the mobius strip? To get to the same side of course.

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This was shared with me. I'm wondering what others think.

Adults recall math as a sort of NCAA tournament. Everybody gets eliminated. It's only a question of how long you stay in the game.

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I just can't stay away.

I feel we all have some genetic floor or ceiling, I just don't think we can tell what that floor or ceiling is. That is where the plasticity probably comes into play because we have plenty of untapped room to grow. Finding the floor and/or ceiling is one of the biggest the challenges of teaching.

mtc

I feel we all have some genetic floor or ceiling, I just don't think we can tell what that floor or ceiling is. That is where the plasticity probably comes into play because we have plenty of untapped room to grow. Finding the floor and/or ceiling is one of the biggest the challenges of teaching.

mtc

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Many people are put off by the obscure symbols and strict rules of math, giving up on a problem as soon as they see both numbers and letters involved. But

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owner

Don't miss the Jo Boaler video https://www.youtube.com/watch?v=pOOW0hQgVPQ that is from the footnotes of the article Abby posted below..

Thanks Abby. 20 minutes

Thanks Abby. 20 minutes

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I couldn't resist posting this today... Enjoy everyone

The beauty of pi, in part, is that it puts infinity within reach. Credit Photograph by Jeffrey Coolidge / Getty

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Thanks so Abby!

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owner

Six minutes well spent watching this video. This is the challenge of teaching and learning mathematics.

https://www.youtube.com/watch?v=hg7xYr-JMxc

https://www.youtube.com/watch?v=hg7xYr-JMxc

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this is great, especially the part where she shares her personal experience learning mathematics from high school through graduate school. Here's to being continual learners of mathematics! And thanks for posting this Marvin!

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owner

An adjunct, alum, and friend ( Liz) says to avoid run on math sentences.

Two equal signs in a number sentence. 19+8=20+7=27. Ought to be 19+8=20+7. 20+7=27. Did I get that right?

@MarvinCohenMath

Two equal signs in a number sentence. 19+8=20+7=27. Ought to be 19+8=20+7. 20+7=27. Did I get that right?

@MarvinCohenMath

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Of course I will start. For openers I invite you all to follow me on Twitter. @MarvinCohenMath I try to post twice per week. At least once.

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Before watching this discussion I felt that mathematics is a dance between discovery and invention. After watching the video, I thought about how can teachers give students experiences in the classroom to make them feel that the fun of learning math is both...

Thoughts?

Thoughts?

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Children should have the opportunity to invent and discover. They can only do that if they have the opportunity to do mathematics.

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