Week Two Begins! Join In!

-






Welcome to Week 2!

This week we are talking about learning trajectories, responsive teaching, contextualized problems, mathematizing, and edge dwellers!

Intrigued?  Join us at 7:30 NT January 30 on VoicEd Internet Radio and on #nledmath on Twitter for a conversation about Chapter 2 of Young Mathematicians at Work: Constructing Multiplication and Division.

Can't make it Tuesday?  Listen to the podcast here.




Photo by Michał Parzuchowski on Unsplash

Comments

Post a Comment

Popular posts from this blog

Chapter 6 is "Algorithms Versus Number Sense" Join us! Connect to the learning!

-
Image
https://www.tes.com/lessons/gwCZC39wEmAVBA/multiplication-strategies Join us  for Chapter 6   "Algorithms Versus Number Sense"  Cathy Fosnot and Stephen Hurley guide our thinking through Chapter 6 of  Young Mathematicians at Work: Constructing Multiplication and Division ,  as they explore how children mathematize, think like mathematicians and make sense of number, rather than apply algorithms before they have the deep understanding of number to do so. Tuesday, February 27 on  VoicEd Internet Radio  and on Twitter at  #nledmath , 7:30 PM NT (7 AT, 6 ET)
Read more

Join the Chapter 5 Chat... tonight @ 8:30 pm NT (8 pm AT, 7 PM ET)!

-
Image
There's a place for your voice... join our follow-up Twitter Chat! 8:30 PM NT, (8 PM AT, 7 PM ET) Here are the questions from Chapter 5 we’ll reflect on tonight: Q1) When you think about multiplication and division which models would be most powerful long term? Q2) How are models connected to development? Q3) How do we support children to construct models then generalize their thinking? Q4) ”The issue here is not whether facts should eventually be memorized, but how this memorization is achieved; by rote drill and practice, or by focusing on relationships?” (p.86) What practices support students to develop automaticity? Q5) “Models cannot be transmitted any more than strategies or big ideas can be; learners must construct them.” (p 80). How does this shift our practice? Q6) What contexts for mathematizing division are you finding useful?
Read more