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

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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)
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Join us! Twitter chat February 8, 2018 @8:30 pm NT (8:00pm AT, 7:00 pm ET)

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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? 
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Chapter 6 Chat... March 1@ 8:30 PM NT (8 PM At, 7 PM ET)

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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!...
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