Jennifer Wilson, Black Mountain, NC Jill Gough, Trinity School, Atlanta, GA

@jwilson828 @jgough
Easing the Hurry Syndrome Experiments in Learning by Doing

Mathematics Teaching Practices

Implement Tasks that Promote Reasoning and Problem Solving
Use and Connect Mathematical Representations
Norms: Hopes & Dream of how we will be
 All students need time to think
before responding to a teacher’s
question, talking with a partner, or
following a classmate’s strategy
presented to the whole group.
Grace Kelemanik, Amy Lucenta, Susan Janssen

Kelemanik, Grace, Amy Lucenta, Susan Janssen. Creighton, and Magdalene Lampert.Routines for Reasoning: Fostering the Mathematical
Practices in All Students. Portsmouth, NH: Heinemann, 2016. Print.
 Add a reflective pause because our
extroverts need to learn to listen.
Our introverts need to learn to talk.

Cain, Susan. Quiet. New York: Broadway, 2013. Print.

 Number Talk

81 x 25
 Number Talk

81 x 25

bit.ly/nctmlive52
 Number Talk

81 x 25
 NCTM: Principles to Actions

Use and connect mathematical representations.

Effective teaching of mathematics engages students in
making connections among mathematical representations
to deepen understanding of mathematics concepts and
procedures and as tools for problem solving.
Principles to Actions: Ensuring Mathematical Success for All

Leinwand, Steven. Principles to Actions: Ensuring Mathematical Success for All. Reston: National Council of Teachers of Mathematics,
2014. Print.
Use and Connect Mathematical Representations

Principles to Actions: Ensuring Mathematical Success for All. NCTM, National Council of Teachers of Mathematics, 2014.
 Mathematical Representations
Principles to Actions
Use and Connect

Gough, Jill, and Jennifer Wilson. “#NCTMP2A #LL2LU.” Experiments in Learning by Doing, 27 Mar. 2018.
 Mathematical Representations
Principles to Actions
Use and Connect

Gough, Jill, and Jennifer Wilson. “#NCTMP2A #LL2LU.” Experiments in Learning by Doing, 27 Mar. 2018.
Student Expectations
Visible Learning for Mathematics

If students know where they are going and

how they’ll know when they get there,
they are better able to set their own
expectations, self-monitor, and predict or
self-report their own achievement.
EFFECT SIZE FOR
SELF-REPORTED/STUDENT
EXPECTATIONS =1.44

Hattie, John A. (Allan); Fisher, Douglas B.; Frey, Nancy; Gojak, Linda M.; Moore, Sara Delano; Mellman, William L.. Visible Learning for
Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series) (p. 35). SAGE Publications.
Kindle Edition.
Connect to prior knowledge
Connect to prior knowledge
❏ Does
(x+1)2 = x2+1?
Connect to prior knowledge
❏ Does
(x+1)2 = x2+1?
Connect to prior knowledge
 Too often students see mathematics as
isolated facts and rules to be memorized.
… students are expected to develop deep
Taking Action

and connected knowledge of mathematics

and are engaged in learning environments
rich in use of multiple representations.
Mathematics learning is not a one size fits
all approach ..., meaning not every child is
expected to engage in the mathematics in
the same way at the same time. ... the
diversity of their sense-making approaches
is reflected in the diversity of their
representations.
Huinker, DeAnn, and Victoria Bill. Taking Action: Implementing Effective Mathematics
Teaching Practices in K-Grade 5. National Council of Teachers of Mathematics, 2017.
 NCTM: Principles to Actions

Implement Tasks that Promote Reasoning and Problem Solving.

Effective teaching of mathematics engages students in solving
and discussing tasks that promote mathematical reasoning and
problem solving and allow multiple entry points and varied
solution strategies.
Principles to Actions: Ensuring Mathematical Success for All

Leinwand, Steven. Principles to Actions: Ensuring Mathematical Success for All. Reston: National Council of Teachers of Mathematics,
2014. Print.
 Implement tasks that promote
reasoning and problem solving

Principles to Actions: Ensuring Mathematical Success for All. NCTM, National Council of Teachers of Mathematics, 2014.
 Reasoning and Problem Solving
Implement Tasks that Promote
Principles to Actions

Gough, Jill, and Jennifer Wilson. “#NCTMP2A #LL2LU.” Experiments in Learning by Doing, 27 Mar. 2018.
Let’s Do Some Math

Open Middle (2015). Finding Equivalent Ratios. (Graham Fletcher)

Retrieved from http://www.openmiddle.com/finding-equivalent-ratios/
Let’s Do Some Math

Open Middle (2015). Finding Equivalent Ratios. (Graham Fletcher)

Retrieved from http://www.openmiddle.com/finding-equivalent-ratios/
Let’s Do Some Math

Task
Jim and Jesse each had the same amount of money. Jim
spent $58 to fill the car up with gas for a road-trip. Jesse
spent $37 buying snacks for the trip. Afterward, the ratio
of Jim’s money to Jesse’s money is 1:4. How much money
did each have at first?

Illustrative Mathematics (2016). Jim and Jesse’s Money. Retrieved from

https://www.illustrativemathematics.org/content-standards/tasks/498
Ways to Antici[ate

Illustrative Mathematics (2016). Jim and Jesse’s Money. Retrieved from

https://www.illustrativemathematics.org/content-standards/tasks/498
Building Conceptual
Understanding

Texas Instruments (2015). Building a Table of Ratios. Retrieved from

https://education.ti.com/en/building-concepts/activities/ratios/sequence1/building-a-table-of-ratios
Building Conceptual
Understanding

Texas Instruments (2015). Ratio Tables. Retrieved from

https://education.ti.com/en/building-concepts/activities/ratios/sequence1/ratio-tables
Building Conceptual
Understanding

Texas Instruments (2015). Ratio Tables. Retrieved from

https://education.ti.com/en/building-concepts/activities/ratios/sequence1/ratio-tables
 High-level tasks not only hold high
mathematical expectations for every student,
one aspect of equitable classrooms, they also
Taking Action

“allow multiple entry points and varied

solution strategies” (NCTM 2014, p. 17).

...Positioning students as valuable

contributors to mathematical work, even as
authors and owners of mathematical ideas,
supports the development of positive
mathematical identities and agency as
mathematical thinkers.

Huinker, DeAnn, and Victoria Bill. Taking Action: Implementing Effective Mathematics
Teaching Practices in K-Grade 5. National Council of Teachers of Mathematics, 2017.
 Quick Reflection

I learned to pay attention to…

I learned to ask myself…

A new mathematical connection is...

 Jennifer Wilson, Black Mountain, NC Jill Gough, Trinity School, Atlanta, GA
@jwilson828 @jgough
Easing the Hurry Syndrome Experiments in Learning by Doing

Mathematics Teaching Practices

Implement Tasks that Promote Reasoning and Problem Solving
Use and Connect Mathematical Representations