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For Teachers
For Teachers

Week 6: Chapter 6

"By abandoning the rote teaching of algorithms, we are not asking children to learn less, we are asking them to learn more. We are asking them to mathematize, to think like mathematicians, to look at the numbers before they calculate" (Fosnot 102)

We halt students learning when when we bring them right to the algorithm and force them to learn/memorize a procedure to solve a problem. When allowing them to construct their own strategy and then have the conversation to lead them to the intended learning will have a longer lasting effect on their learning.

Week 9: Chapter 9

As an educator we seem to come out of teacher's college knowing a lot of theory and know/can identify what the curriculum expectations are. Having said this, it is such a superficial version of what the intended outcomes are. The strategies, the big ideas and the tools are so much bigger deeper than what you see or read at first glance. Don't be afraid to let the students lead and learn something from them :)

Week 7: Chapter 7

Using mini lessons or mental math sessions has really opened up a new way of thinking and seeing mathematics. Taking the time to intentionally teach students various strategies and how to use different tools to help them solve mental math problems is very beneficial. Students can build on these strategies and their conceptual understanding begins to solidify.

Week 8: Chapter 8

Assessment should drive instruction, therefore our instruction should be purposeful, build on the previous lesson in a sequential way. Assessments should be varied as well so that students have various ways of showing they know and be able to articulate what it is that they know and how they know it.

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Week 5, May 8: Chapter 5

Such a great talk tonight, I love that this is a topic of focus because I think that a lot of the time we pay lip service to the use of math tools and models; we see them being used in the classrooms but to what end are we using them.

What is our understanding about mathematical models?
- represent relationships
- mental maps used to organize, explore and solve problems
- need to move from models of thinking to models for thinking
- models need to be constructed by students

Week 4 : May 1, Chapter 4

This week's session was very interesting and re-affirming in terms of conversations I have been a part of with educators over the last few years. Cathy states that simply using open problems is not the same as carefully crafting sequences of problems to ensure progressive development. If we do not pay attention to the developmental sequence, students will fall through the cracks. We are at that point in the school year where we are looking ahead to next year and discussing how we can address our approach to teaching mathematics in being more critical in our choices of resources and tools. We will be taking time to reflect on some other points raised by Cathy such as how much time do we as teacher spend talking (explaining, showing, having students practice), how much support are we providing to students (are we robbing them of deep learning and a sense of empowerment by giving them the answer?)

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#mathematizethis: fractions
#mathematizethis: fractions

Somehow I missed the link to the website she recommended for some problem solving. (Tuesday May 30). Anyone have that?
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