Najamee Maya - III

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سید محمد عمران نقوی

Najamee Maya - III

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In July 2013, Innovation Network's Kat Athanasiades and Veena Pankaj presented "Evaluation: Finding a Common Ground" at the Forum of Regional Associations of Grantmakers in Milwaukee, Wisconsin. The purpose of this session was to highlight the common threads that distinguish regional associations from other organizational genres in the social sector. Regional associations promote effectiveness in philanthropy by providing grantmakers with opportunities to engage with others, share ideas, and generate best practices that support both the individual and collective impact of philanthropy. While each regional association employs its own unique mix of strategies to achieve impact, most are working towards a shared goal of promoting effectiveness within philanthropy. In this session, Innovation Network engaged participants in a group dialogue to draw out high level strategies and desired outcomes that are common across most regional associations. The resulting logic model is a tool that regional associations can use as a starting point when planning for evaluation. Innovation Network is a nonprofit evaluation, research, and consulting firm. We provide knowledge and expertise to help nonprofits and funders learn from their work to improve their results. For more information, please visit www.innonet.org.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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