Be sure to join us Thursday January 25th from 8:30-9:30 NT for our Math Pod NL follow-up Twitter Chat.
Here are the questions we'll use to guide our reflection:
Q1) "Young Mathematicians At Work: Constructing Multiplication & Division" is such a provocative title! What shifts in our thinking does the title invite? Q2) On Tuesday, we heard @ctfosnot's story of falling in love with math- tell us about when you fell in love with math! Q3) The book distinguishes between mathematics and mathematizing. What does "mathematizing" look like? Q4) Creativity is at the core of what mathematicians do. What does creativity look like in the math classroom? Q5) In what ways is math learning an equity issue? Q6) For this questions we'll refer to the 4-minute video @ctfosnot's shared with us on Tuesday. It can be found at https://notabookstudy.wordpress.com/notabookstudy-resources/ The video shows a mathematician's classroom. What steps can we take to make classroom…
Share in the conversation... share your thinking!#nledmath As we take a deeper dive into Chapter 3, here are the questions that will guide us: Q1) How do we approach the teaching of mathematics so our
children view themselves as mathematicians? Q2) "Progress from repeated addition to multiplication requires the construction of new elements." How do we scaffold this? Q3) How does the use of textbooks act as a restraint rather
than a constraint? Q4) What strategies can be used to engage parents in
constructing mathematical thinking with their children? Q5) Learning isn’t linear. In what ways do we ensure our
teaching isn’t linear either? Q6) How does thinking about the development of math learning
as a landscape change how we behave as math teachers?