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  • Trevor'sProbC2S3

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    This document provides an overview of session 3 which includes considering professional practice norms, solving a student's math problem, interpreting student thinking, reflecting on research findings, and wrapping up. The session focuses on listening to others, backing claims with evidence, and engaging in respectful yet critical analysis. Participants will examine a student's ordering of numbers, look at cognitive demand, and focus questions. They will also summarize student work, identify understandings and misconceptions. Finally, research findings on students' estimates and solutions to math problems will be presented before reflections and assigning further reading.

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    This document provides an overview of session 3 which includes considering professional practice norms, solving a student's math problem, interpreting student thinking, reflecting on research findings, and wrapping up. The session focuses on listening to others, backing claims with evidence, and engaging in respectful yet critical analysis. Participants will examine a student's ordering of numbers, look at cognitive demand, and focus questions. They will also summarize student work, identify understandings and misconceptions. Finally, research findings on students' estimates and solutions to math problems will be presented before reflections and assigning further reading.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Scarica in formato PPT, PDF, TXT o leggi online su Scribd
    Segnala contenuti inappropriati
    21 visualizzazioni9 pagine

    Trevor'sProbC2S3

    Caricato da

    nesrinc
    This document provides an overview of session 3 which includes considering professional practice norms, solving a student's math problem, interpreting student thinking, reflecting on research findings, and wrapping up. The session focuses on listening to others, backing claims with evidence, and engaging in respectful yet critical analysis. Participants will examine a student's ordering of numbers, look at cognitive demand, and focus questions. They will also summarize student work, identify understandings and misconceptions. Finally, research findings on students' estimates and solutions to math problems will be presented before reflections and assigning further reading.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Scarica in formato PPT, PDF, TXT o leggi online su Scribd
    Segnala contenuti inappropriati
    di 9

    Overview of Session 3

    • Overview
    • Consider Professional
    Practice Norms
    • Solve Trevor’s Problem
    • Interpret and Analyze Student
    Thinking
    • Reflect on Research Findings
    • Wrap-up
    1
    - Michigan Mathematics and Science Teacher Leadership Collaborative -
    What Practices Will Make
    Our Work Productive?

    - Michigan Mathematics and Science Teacher Leadership Collaborative -


    Professional Practice Norms

    • Listening to and using others’ ideas


    • Keeping records of professional work
    • Adopting a tentative stance toward
    practice
    • Backing up claims with evidence and
    providing reasoning
    • Talking with respect yet engaging in
    critical analysis of teachers and
    students portrayed in video or cases.

    - Michigan Mathematics and Science Teacher Leadership Collaborative -


    Trevor’s Problem

    • Trevor ordered the following numbers


    from smallest to largest. Is Trevor
    correct? Why or why not?

    • Trevor’s order
    .8 9% .55

    - Michigan Mathematics and Science Teacher Leadership Collaborative -


    Cognitive Demand of
    Trevor’s Problem

    Is Trevor correct? Why or why not?


    Trevor’s order is 0.8 9% .55

    Task Levels
    • Memorization task
    • Procedure without connections
    • Procedure with connections
    • Doing mathematics

    - Michigan Mathematics and Science Teacher Leadership Collaborative -


    Focus Questions
    • What is the mathematics in the task?

    • How many solutions can you find that


    make sense to students?

    • How is the mathematics connected to


    the CLCEs?

    - Michigan Mathematics and Science Teacher Leadership


    Collaborative -
    Examining Student Work
    • Summarize the different ways in which the
    students worked on the task.

    • What do the students seem to know? What is


    the evidence?

    • Are there any misconceptions? Evidence?

    • Which solutions would you have a


    conversation about with your class? And,
    why?

    - Michigan Mathematics and Science Teacher Leadership Collaborative -


    Findings from Research

    What is the best estimate of 12/13 + 7/8?


    – More than 1/2 U.S. 8th graders chose
    19 or 21

    Solve 4 + .3 = ?
    – 68% of 6th graders and 51 % of 5th and 7th
    graders claimed the answer was .7

    - Michigan Mathematics and Science Teacher Leadership Collaborative -


    Wrap-up
    • Reflection Questions:
    – What stood out for you today?
    – What do you really hope to learn?

    • Assignment--Read the case “One


    Less” (In section 3 of 3-ring binder)

    - Michigan Mathematics and Science Teacher Leadership Collaborative -

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