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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
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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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Alicia K

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The debate on Fact Fluency...
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Marvin Cohen
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Anne Louise's posting is the classic dilemma.  However there are questions I ask before I answer her questions.  First I ask what is developmentally appropriate.  Then I ask what is mastery.  Is that speed or is that being in charge of the mathematics?  Being able to use it in diverse settings?
Unfortunately I can't answer the question about what others do.  I realize many of you are in difficult positions to have a choice because of your public school curricula, but I still think you have choices. I particularly think of  +Kathleen Loua ,+Stefanie Soper or +Deepa Bharath .  Then their are the folks in Philly ( +Abby Gordon and +Beth Menzie  in HS).  All teaching the very different grades in different contexts, but struggling with a similar decision.  How do you decide or adapt?
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Alicia Adrienne
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My favorite quote from this article is:

"Generally, people believe their learning ability works in one of two ways, according to research conducted by Patricia Linehan from Purdue University. We classify our learning abilities in a given subject as "incremental orientation" — the belief that we can continually improve our ability by studying and practicing, or we think about our learning as an "entity orientation" — the belief that we can't get any better no matter how hard we try. One person can have different orientations for different subjects.

Is this another example of mindset? Food for thought..
Contrary to popular opinion, a natural ability...
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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.

Alicia Adrienne
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Another useful website for resources. 
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+Marvin Cohen these books look like they're worth ordering... 
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Marvin Cohen
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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
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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
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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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Marvin Cohen
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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
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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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Marvin Cohen
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A very important piece of writing by Jo Boaler.  I think it may also be part of the conversation that Anne Louise is asking about in her previous post.
http://hechingerreport.org/memorizers-are-the-lowest-achievers-and-other-common-core-math-surprises/
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This article is so relevant to what I am seeing at my school. I am dealing with parents of middle schoolers who are pushing their kids to be advanced in math by more than 2 years. One parent has requested Precalculus for her 7th grader. How much depth of understanding can there be for a child who has been pushed to this extent? In terms of brain development, is the understanding of precalculus at this age even developmentally possible?
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Everyone,

I have a question regarding the place of the U.S. Standard Algorithms in the elementary school curriculum.

Specifically, when do you expect students to encounter and master these algorithms?

The Common Core Standards are as follows:

4th grade: Fluency with U.S. Standard algorithms for addition and subtraction
5th grade: Fluency with algorithm for multi-digit multiplication
6th grade: Fluency with algorithm for multi-digit division

However, in my experience, many schools expect mastery of all four algorithms before the end of 4th grade.

What is your experience? And what do you think is ideal?
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Deepa Bharath's profile photoAnne Louise Ennis's profile photo
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+Deepa Bharath I really appreciate your point about realizing "the amount of time it takes for teachers and parents to really understand the shifts in math teaching and learning." Someone recently reminded me of Michael Fullan's mantra, paraphrased here: "Change isn't a process, it's an event." 

"What is understanding?" strikes me as a good question for this type of work. I've also been exploring the criteria for "fluency" with teachers. "What is fluency?" and "What is understand?" seem like good, reflective places to start deeply analyzing this work.
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