Mathematical Mindsets
What do we call the fact that our brains can develop and grow more connections - that we can learn more over time?
What is neuroplasticity?
What is conceptual understanding?
This is a technique for getting students engaged and talking, using mental math.
What are number talks?
Name a station/center where students can build mathematical fluency with a concept in a fun way.
What is a gaming station or math with a friend station?
How do you know if you need to do guided math versus whole class instruction?
What is variability in your data when you preassess students at the beginning of each new unit?
What are mistakes?
What are manipulatives and other concrete ways of learning?
This type of task allows all students to be able to access it but also provides levels of complexity for students who work more quickly or are more advanced in their thinking.
What is a low floor-high ceiling task?
What is a station where students can view videos of lessons they missed or videos from Khan Academy or Math Antic that might help support their learning? Or where they could play an online game to develop proficiency?
What is a technology station?
How many students should be in a guided math group?
What is heterogeneous grouping?
This is the second step in the CRA model - what do we have student do next?
What are multiple representations?
These can be found on Jo Boaler's youcubed website and are designed to have students think critically about math, not just apply processing mindlessly.
What is a rich, mathematical task?
When using technology in math class, what are the three criteria that you should use to evaluate whether a program is worth using or not?
What are:
1. It's fun!
2. It allows the teacher to track their progress.
3. It provides help or feedback.
Where can your guided math instruction take place and what tools might you need there?
It can really take place anywhere but you will want to have math tools at hand - small whiteboards, manipulatives, games, etc.
Jo believes that we should take the focus away from this when students are working in math class and ask them to instead focus on patterns and connections.
Pictures, diagrams, tally marks, and arrays and all examples of this.
What are multiple representations?
This is a way of grouping students so that they are random that Peter Liljedahl taught us.
What is using playing cards to group students?
How can you get students to behave well during math workshop in their station work so that you can focus on the students you are working with?
What is:
1. Taking the first 20 days to establish routines and behaviors?
2. Having instructions at each stations so that students are reminded?
3. Giving students a process such as "3 before me."
What kinds of things are you assessing in math class?
What is proficiency, confidence, disposition, and strategies?
Jo believes that we should get rid of this as much as possible and instead give students more specific feedback on how they can grow.
Bonus points if you can name the 3 parts of effective feedback!
What is grading?
What is the final step in the CRA model?
What are vertical, erasable surfaces?
Why do we want our student reflecting on their math learning?
What is reflection is retention?! (Jen Parks said that).
We want students to be metacognitive (think about their own learning) as this helps it to be deeper and more long-lasting.
Also, they should be setting goals for their own learning!