2. Goals for Today
• Help me discover where you are in the
classroom/teaching
• Think about needs and research in mathematics
education
• Think about change and mindset
• Design at least one (if not two) real-life lessons
3. Questions
• If I were a fly on the wall, what would I see in your
classroom?
• How satisfied are you with the way it’s going?
• Fixed mindset/growth mindset?
• Favorite math writers/gurus?
• Experience with real-life problems/Problem-based
math/STEM
• How good are you with change on a scale of 1 to 6 (6
being I LOVE CHANGE)
• How good are you with ambiguity on a scale of 1 to 6
16. Math is the study of patterns; …it is an
aesthetic, creative and beautiful subject.
– Jo Boaler
17. Math Does Not Equal Calculating – Conrad Wolfram
1. Posing a question
2. Going from real world to a
mathematical model
3. Performing a calculation
4. Going from the model back to
the real world to see if the
original question was answered
18. Misconceptions About Math
Fast is best.
Math is a gift.
(I’m/you’re a math person/not a math person.)
Math is all about calculating.
19. A dangerous misconception exists
about mindset, which is the idea
that you can instill a growth
mindset in students by sharing
positive messages while still
teaching in a fixed way—with
math questions that have one
answer and one valued method.
– Jo Boaler p.xiv Mathematical Mindsets
22. Continuum of
STEM/Authentic
Math
I’d like to dip my toes in first: Go to
symbaloo and find a pre-constructed
problem to try
I want to swim in my lane: Find a problem
in your textbook and break it apart like
Dan Meyers
I want to do some creative water ballet:
See how to open tasks
I want to dive off the high-dive: Let’s talk
about a genuine problem in your area, the
US, or globally
27. 3. How to
Open Tasks
Can you open the task to encourage multiple methods,
pathways, and representations?
Can you make it an inquiry task?
Can you ask the problem before teaching the method?
Can you add a visual component?
Can you make it low floor and high ceiling?
Can you add a requirement to convince and reason?
28. Openness of Numbers:Number Sense, the
foundation of algebra
Think about the answer to 18 x 5 and then share with me your method for reaching it.
29. Open a Geometry
Task
• A farmer has 36 1-meter pieces of
fencing. What arrangement will give the
greatest area? What will that area be?
34. Quick start
All working
together
Great discussion
Staying together
“Let’s go round
and see how
everyone sees
the shape.”
A+
“How do you
guys think?”
Building shape
in middle of
table
Checking with
each other
A+
Talking about
clothes
Off task—group
asked to stop
Individual
working, no
discussion
B
All four working
Checking each
other’s work
Asking nice
questions: How
would that work
with another
number?”
Good group
roles.
A+
Group Roles
• Organizer: Keep the group together and focused on the problem; make sure no one
is talking to people outside the group.
• Resourcer: You are the only person that can leave their seat to collect supplies for
the group; make sure everyone is ready before you call the teacher.
• Understander: Make sure all ideas are explained so everyone is happy with them. If
you don’t understand, ask whoever had the idea. . . If you do, make sure that
everyone else does too. Make sure that all the important parts of your explanation
get written down
• Includer: Make sure everyone’s ideas are listened to; invite other people to make
suggestions.