Math Pod NL - Connecting to Learn

We're synthesizing!  It's Week 9, our last Twitter Chat for this round. Connect with us and share your learning! Thursday, March 15 8:30 PM NT (8PM AT, 7 PM ET) Week 9 Twitter Chat Questions: Q1)  How has the image of a classroom changed in your mind over the past nine weeks? Q2) What assumptions about school have been challenged by our landscape learning? Q3) Throughout our book study, we've really explored the idea of doing math together. How will you move forward with learning collaboratively? Q4) Tuesday we moved toward the edge! What does it mean to be an edge dweller? What do you define as the edge? Q5) Where do you go from here? What part of your learning will you next incorporate in your practice? Q6) Your chance for last words! Any messages for @ctfosnot? Any wishes for your tremendous PLN from the past nine weeks?

This week - Chapter 9 "Teachers as Mathematicians" Cathy Fosnot and Stephen Hurley guide our thinking through Chapter 9 of  Young Mathematicians at Work: Constructing Multiplication and Division ,  and discuss the importance of teachers also seeing themselves as mathematicians and developing competency mathematizing their own worlds.  Tuesday, March 13 on  VoicEd Internet Radio  and on Twitter at  #nledmath , 7:30 PM NT (7 AT, 6 ET)

 Image from play.google.com This week - Chapters 7 & 8 "Developing Efficient Computations with  Minilessons" & "Assessment" Cathy Fosnot and Stephen Hurley guide our thinking through Chapters 7 & 8 of  Young Mathematicians at Work: Constructing Multiplication and Division ,  as they discuss how we support students to develop effective computation strategies through the use of mental math strings, and the inherence of assessment and effective teaching and learning.  Tuesday, March 6 on  VoicEd Internet Radio  and on Twitter at  #nledmath , 7:30 PM NT (7 AT, 6 ET)

Been thinking about Algorithms and Number Sense? We'd love to hear about it!  Be sure to join us for this week's Twitter Chat digging into Chapter 6! Thursday, March 1 8:30 PM NT (8PM AT, 7 PM ET) https://www.digitaltrends.com/social-media/twitter-promote-mode-in-public-beta/ Here are the questions we'll be working through: Q1) "Parents define mathematics as the skills they were taught." How can we help broaden this definition? Q2) But algorithms are not ALL bad! How do we know when students are ready to generalize to a standard algorithm? Q3) How has your definition/approach to automaticity changed as we examine the place of algorithms and number sense? Q4) How are mathematical models connected to development of an algorithm? Q5) In what ways are teachers "on the edge" right now as we move towards a constructivist approach to teaching math? Q6) Consolidate your learning from this week's work in one tweet!

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)

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?