Many of you have heard me share the story of how I used to think that I wasn’t good at math. In 6th grade I once had to write 6x8=48 one hundred times because I answered the question wrong (twice) on homework. Somewhere along the line, I developed an identity that did not include “mathematician” in who I was as a learner. I began to believe the myth that some people are not “math people.”
My thinking shifted in high school as I fell into solving algebra problems. I loved the order and balance of finding solutions. I thought of them as puzzles and attacked them with determination. I realize now that my experiences in school primarily shaped my mindset about learning math. What my teachers put in front of me for learning experiences shaped whether I felt math was a set of rules to memorize and apply or a set of challenges that I could tackle. THAT is how we want our learners to experience math at STEM...as an opportunity to explore numbers in the world around them to develop competency in numeric thinking.
Our Instructional Vision at both schools supports this important work. Over the last two years STEM teachers have developed and refined an instructional vision to frame our workshop experiences around.
Waukesha STEM Academy - Randall Campus
|
Hawthorne STEM School
|
A feedback rich (teacher-student, student-student, student-self) learning environment where students build a conceptual understanding of math concepts and apply this understanding in real world contexts through design briefs and problem solving tasks. Students have access to “just right” math instruction throughout the different parts of the workshop. Students own their learning through setting goals and crafting learning plans to meet their goals. Students have access to resources to allow for anytime/anywhere learning.
|
A discourse driven learning environment where students build a conceptual understanding of math concepts and apply this understanding in real world contexts (project or problem based). Students have access to “just right” math instruction throughout the different parts of the workshop and regularly self-assess and reflect on their progress. Students own their learning through setting goals and crafting learning plans to meet their goals.
|
Our role as teachers is to provide a mathematically rich environment where learners can think deeply about problems in the world around using numbers as a way to make their thinking visible. Learners engage in inquiry through the rigorous problems, tasks and activities available to all students. Learners connect their thinking to each other to build understanding towards the essential question. Our big rocks mirror the School District of Waukesha Math Big Rocks as instructional components that support this type of learning experience.
Problem Solving
|
At STEM we add opportunities for learners to craft their own problems to solve and students use process thinking to solve math problems. This can include using design briefs to make math thinking visible.
| |||
Discourse
|
Our STEM experience provides ample opportunities for learner voice to guide and stretch the learning. We strive to have learners facilitate the conversation and connect the learning - this is the same expectation throughout our district.
| |||
Small Guided Groups
|
In addition to using the district look-fors to frame this piece of our math workshop, at STEM, learners have the opportunity to set and work towards goals as it relates to where they are in the math continuum of learning. Teachers give feedback on the continuum of learning by evaluating various evidence pieces.
| |||
Technology
|
STEM Learners use technology to create and collaborate around mathematical ideas. In addition, students use visual and written lines of code as a way to make their thinking visible.
| |||
Because we are a multi-age environment, we want to ensure that students have access to content at their just right level along the continuum of learning every year. What we shift every year for learners, is the context in which they are applying the mathematics. The continuum of math learning is used to guide the content and our curriculum maps are used to guide our thinking around the context. (Numeracy continuum is available on bb9)
Throughout the year, we will work together to develop our practice around our math experience. PLCs are held twice a month for the purpose of analyzing student and instructional data, developing plans for providing responsive instruction and to provide professional development specific to math.
STEM Randall Vertical Math PLCs
|
Hawthorne STEM Vertical Math PLCs
|
1st and 3rd Wednesday of the Month
In the Collaboration Space
3:15 PM
|
1st and 3rd Tuesday of the Month
In the Collaboration Space
7:45 AM |
Looking to stretch your math wings and learn more about providing a quality math experience? Check out the two options linked below.
- Carroll University Math Certificate Program - this program was developed with the School District of Waukesha and has helped shaped our math program district wide. This program can be rolled into a Master’s Degree for those who are interested in that option. There is still room available for Fall Registration so sign up soon! I just finished the program in December of 2015 and I would be happy to answer any questions you have about the program.
- How to Learn Math: for Teachers by Jo Boaler at Stanford University - this course is completed online from the comfort of your home. Jo Boaler has been a leader is shaping what math instruction looks like for ALL learners based on what we know about how the brain learns and grows. Grab a team-mate and sign up together.
I encourage you to spend some time reflecting on your own feelings and attitudes around math. Consider the baggage we all bring to our practice. Did you feel successful in math? What experiences from your own math learning stick out in your memory? What role did the teachers in your lives play in your math learning?
Also, tap into what you believe to be your “WHY?” of teaching mathematics. For me, I know that the highest level of math a student takes in high school is often a determining factor in post-secondary schooling, career path and subsequently, life-time earning potential. Numeracy is essential for full participation in world. If we have a learner leaving our classroom believing that they are not a “math person”, then we could be putting up roadblocks that will slow them down for the rest of their life.
Matthew Felton, a professor and co-author of many CCSS and NCTM documents shares,
“I believe that students should study mathematics to—
- learn about and appreciate diversity in human thinking and accomplishments throughout history and around the world;
- see the role of mathematics in their daily lives, their community practices, and their cultural backgrounds; and
- understand, analyze, critique, and take action regarding important social and political issues in our world, especially issues of injustice.”
I believe that too...
No comments:
Post a Comment