When are we ever going to use this?

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Jeanne Villeneuve, Loomis, CA  jeannevilleneuve@cpm.org

Recently I read a blog by Passionate Mathteacher addressing the question When are we ever going to use this? I have always held the belief (sort of bitterly) that teachers of other subjects do not get this question nearly as much as math teachers. What stood out to me was Passionate Mathteacher’s assertion that these non-math teachers are no less prone to the whining, but rather get a different question which is “Why do we have to learn this?” It is a distinction worth noting, because it is a much more interesting question to answer. Humans are innately curious, and the desire to understand why is much more genuine than the titled question.

Generally, when students (or parents) ask me that all too familiar question, I will admit that it is highly unlikely that some day they will be driving along a highway with a tollbooth, and the “price” to pass through involves using the Quadratic Formula. I then extoll the virtues of problem solving and critical thinking as well as the argument that the more math you know, the more options you have in choosing a college major or career path. In effect, I am veering more toward the question of why with this response, but as I read the blog, I reflected on why I chose to teach math in the first place. Since fourth grade I have loved math, and when I had the joyous experience of solving proofs everyday in geometry, guided by my all-time favorite teacher, Mrs. Dunn, I knew that this was my path. Math is interesting, puzzling, and wondrous. It is all around us: in nature, music, art, and poetry. Math deserves to be celebrated.

Will your students roll their eyes at you if you profess your adulation for the subject of math? Perhaps, but, it does not mean they will not be interested. When introducing myself to a classroom of sophomores during a visitation, I explained to them that I had a mission to help people see that math is not a four-letter word. Immediately several students began to count out the letters on their fingers. I told them how awesome that was, because I had just heard a renowned speaker talk about the importance of counting on your fingers in making mathematical connections, citing that somatosensory knowledge has been linked to higher math achievement. Although I had been to the classroom several times, these were not my students, yet they were genuinely intrigued by my enthusiasm for math. Later, as the students were working, one student shared that in grade school he had been admonished for using his fingers when doing math. We chatted about that briefly, and a few more students were drawn in. This particular day the teacher and I had introduced algebra tiles, which the students were using for factoring. Not a single student resisted the use of the manipulatives as being too childish, or unnecessary.

Spring brings its own set of challenges to the teaching profession, not the least of which is standardized testing. When you find your own enthusiasm waning, remember why you chose this profession, and what you love about math. Brainstorm with colleagues, search Pinterest for a new team-building activity, join a math Facebook group, check out the wealth of activities at teacher.desmos.com (Marbleslides is my personal favorite), resist the urge to spend an entire day rationalizing denominators just because it is on the test, and spread the word:

Math is not a four-letter word.

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Algebra Tiles Blue Icon

Algebra Tiles Session

  • Used throughout CPM middle and high school courses
  • Concrete, geometric representation of algebraic concepts.
  • Two-hour virtual session,
  •  Learn how students build their conceptual understanding of simplifying algebraic expressions
  • Solving equations using these tools.  
  • Determining perimeter,
  • Combining like terms,
  • Comparing expressions,
  • Solving equations
  • Use an area model to multiply polynomials,
  • Factor quadratics and other polynomials, and
  • Complete the square.
  • Support the transition from a concrete (manipulative) representation to an abstract model of mathematics..

Foundations for Implementation

This professional learning is designed for teachers as they begin their implementation of CPM. This series contains multiple components and is grounded in multiple active experiences delivered over the first year. This learning experience will encourage teachers to adjust their instructional practices, expand their content knowledge, and challenge their beliefs about teaching and learning. Teachers and leaders will gain first-hand experience with CPM with emphasis on what they will be teaching. Throughout this series educators will experience the mathematics, consider instructional practices, and learn about the classroom environment necessary for a successful implementation of CPM curriculum resources.

Page 2 of the Professional Learning Progression (PDF) describes all of the components of this learning event and the additional support available. Teachers new to a course, but have previously attended Foundations for Implementation, can choose to engage in the course Content Modules in the Professional Learning Portal rather than attending the entire series of learning events again.

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Building on Instructional Practice Series

The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.

Building on Equity

In Building on Equity, participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my own math identity and cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture. The focus of day two and three is implementing equitable tasks. Participants will develop their use of the 5 Practices for Orchestrating Meaningful Mathematical Discussions and curate strategies for supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.

Building on Assessment

In Building on Assessment, participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle of mastery over time as well as write assessment items. During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will develop strategies to monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

In Building on Discourse, participants will improve their ability to facilitate meaningful mathematical discourse. This learning experience will encourage participants to adjust their instructional practices in the areas of sharing math authority, developing independent learners, and the creation of equitable classroom environments. Participants will plan for student learning by using teaching practices such as posing purposeful questioning, supporting productive struggle, and facilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rich tasks with all elements of the Effective Mathematics Teaching Practices incorporated through intentional and reflective planning.