Discover and read the best of Twitter Threads about #MTBoS
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We're missing the point about math anxiety and timed math tests.
Whether the relationship is causational or not is NOT what's significant.
The entanglement of these 2 concepts is blinding us to the dangers each brings to a student.
Lean in, folks. I'm fired up. 🧵
#MTBoS
Whether the relationship is causational or not is NOT what's significant.
The entanglement of these 2 concepts is blinding us to the dangers each brings to a student.
Lean in, folks. I'm fired up. 🧵
#MTBoS
Any teaching practice that triggers an anxiety response in students should be avoided. Full Stop!
Feeling anxious (in general or within the context of math) triggers a response from the amygdala - the emotional control center of the brain.
Feeling anxious (in general or within the context of math) triggers a response from the amygdala - the emotional control center of the brain.
Because the brain is designed for survival (not for learning the math we teach in school), the amygdala has the power to shut down the learning centers of the brain to attend to the potential threat it has detected - whatever is prompting the anxiety.
Despite how math curricula tend to present real-world challenges as universal and neutral, representations of reality in these problems are based on
#mathed #mtbos 🧵
#mathed #mtbos 🧵
particular
though oftentimes implicit
assumptions, social values, and priorities
💰❤️🩹 🌎
though oftentimes implicit
assumptions, social values, and priorities
💰❤️🩹 🌎
Q: How well do conventional views of mathematical literacy (and translations of those
visions to curricula) take up girls and women – their experiences, promise, knowledge and ways of knowing?
#Feminism
visions to curricula) take up girls and women – their experiences, promise, knowledge and ways of knowing?
#Feminism
As always, the best part of the conference experience is talking in the in-between times. So many meaningful, powerful, and thought-provoking conversations with folks, my head is still buzzing. One particular conversation is still bouncing in my head that I want to explore more.
Walking through the streets of L.A. and the convo turned to "leadership" and what that means, particularly when it comes to education. I think for k-12 teachers especially, there's a lot of discomfort and dissonance when someone gets labeled as a leader but +
+ doesn't hold an official "leadership" role in their school/district/whatever. Especially since there are so few official pathways for leadership that don't require some sort of admin track (which many of us have no interest in whatsoever). And yet, job title can be irrelevant.
critical thinking (in math)
vs.
critical mathematics
what's the difference? 🧵 #mtbos #mathed #iteachmath
vs.
critical mathematics
what's the difference? 🧵 #mtbos #mathed #iteachmath
critical thinking:
what do we know and how do we know it?
is this answer right?
does an argument make sense?
do we have enough evidence?
are these data reliable?
are there other interpretations or solutions?
what do we know and how do we know it?
is this answer right?
does an argument make sense?
do we have enough evidence?
are these data reliable?
are there other interpretations or solutions?
critical mathematics:
how can we use mathematics to reveal or document or analyze various forms of oppression?
how can we use mathematics to transform unjust systems?
how is mathematics used and who benefits from looking at or solving a problem this way? (cont.)
#iteachmath
how can we use mathematics to reveal or document or analyze various forms of oppression?
how can we use mathematics to transform unjust systems?
how is mathematics used and who benefits from looking at or solving a problem this way? (cont.)
#iteachmath
There is a beautiful way to derive the famous Euler’s formula!
In this🧵, I’ll explain a visual, intuitive derivation. It’ll fit into a single picture at the end.
#iteachmath #MTBoS #math #maths #Mathematics
In this🧵, I’ll explain a visual, intuitive derivation. It’ll fit into a single picture at the end.
#iteachmath #MTBoS #math #maths #Mathematics
This is Thread 3 in a series, but don't worry! This thread is self-contained.
In Thread 1, we saw applications of a mass on a spring.
We solved for its future position, at time 𝑡. This led to 𝑒^(𝑖𝑡), but 𝑖 is "imaginary."
The position along the ground had to be “real,” so we sought to interpret 𝑒^(𝑖𝑡) in terms of real numbers.
We solved for its future position, at time 𝑡. This led to 𝑒^(𝑖𝑡), but 𝑖 is "imaginary."
The position along the ground had to be “real,” so we sought to interpret 𝑒^(𝑖𝑡) in terms of real numbers.
I wasn't sure how #ungrading would go in #MCV4U, but at the halfway mark, it has been a rousing success. Here's what's working, how it happened and what's next! #thinkingclassroom #mtbos #udl #assessment #evaluation 1/13
1. It started w clear communication to families. A lot of the fear around going #markless is the fear of the unknown. Ss wonder "How will I get a mark?" & "How will I know how I'm doing?," & parents worry "Will my child get the marks they need to get into post-secondary?" 2/13
A lot of these worries are grounded in the belief that Ss are competing amongst and against each other to earn grades. The whole notion of "earning grades" speaks to a deeper problem, but our focus is on learning. When Ss learn, they will excel & they will achieve! 3/13
@ATMNE_math panel discussions happening now! Being recorded for those who can't attend live.
Thanks @atomic_math!
Looking forward to panel on "Math 4 All" with @carloliwitter @mslailanur & Michelle McKnight
#MTBoS #iTeachMath
Thanks @atomic_math!
Looking forward to panel on "Math 4 All" with @carloliwitter @mslailanur & Michelle McKnight
#MTBoS #iTeachMath
Michelle: Math 4 All means all Ss see themselves as math do-ers & thinkers & communicators. No obstacles are being set up by us, so all Ss see themselves as "math people"
@mslailanur : Meet all Ss where they are
@mslailanur : Meet all Ss where they are
@mslailanur @carloliwitter Everyone should have the access to all the math, so everyone can have the opportunities & options.
Reminded of Bob Moses, radical equations.
Reminded of Bob Moses, radical equations.
#MTBoS
What's your #calculus narrative? Do you have a one-sentence summary you can repeat to students throughout the course so that they absorb the main idea?
I was inspired by the attached thread to share my current best answer...
What's your #calculus narrative? Do you have a one-sentence summary you can repeat to students throughout the course so that they absorb the main idea?
I was inspired by the attached thread to share my current best answer...
My answer:
"Calculus makes hard problems easy with (1) approximations, (2) limits, and (3) shortcuts:
(1) approximate curvy shapes w/ straight shapes,
(2) find a limit by infinite refinement,
(3) apply general results to bypass limit calculation."
"Calculus makes hard problems easy with (1) approximations, (2) limits, and (3) shortcuts:
(1) approximate curvy shapes w/ straight shapes,
(2) find a limit by infinite refinement,
(3) apply general results to bypass limit calculation."
In tutoring, I call these the core principles of calculus. These get to the heart of the subject, but...
My website is so big that it has 30 subdirectories. Which suggests to me that I should take a month or so to tweet a link to one of those each day. I’ll start tomorrow. For now, here’s the link to the site:
mathed.page
#mtbos #iteachmath #mathed
mathed.page
#mtbos #iteachmath #mathed
1.
_Algebra: Themes, Tools, Concepts_ is a ground-breaking textbook I co-authored in the 90’s, with powerful lessons for grades 7-12. Free, with supporting materials and commentary:
mathed.page/attc/
#mtbos #iteachmath #mathed
_Algebra: Themes, Tools, Concepts_ is a ground-breaking textbook I co-authored in the 90’s, with powerful lessons for grades 7-12. Free, with supporting materials and commentary:
mathed.page/attc/
#mtbos #iteachmath #mathed
2.
Seeking Depth in Algebra 2
Bad teaching has given that course a bad rep. Done right, it helps prepare *all* students for more advanced work.
Links to a range of curricular materials:
mathed.page/alg-2/index.ht…
#mtbos #iteachmath #mathed
Seeking Depth in Algebra 2
Bad teaching has given that course a bad rep. Done right, it helps prepare *all* students for more advanced work.
Links to a range of curricular materials:
mathed.page/alg-2/index.ht…
#mtbos #iteachmath #mathed
Factorising non-monics
I had read about doing this before factorising monics.
So I gave it a go.
Fans of #donsteward 's boxes (donsteward.blogspot.com/2019/02/boxes-…) will like this!
This is y10 set 2 aiming for grade 6/7. Some of them will do A-level.
#mathschat #mtbos #mathscpdchat
I had read about doing this before factorising monics.
So I gave it a go.
Fans of #donsteward 's boxes (donsteward.blogspot.com/2019/02/boxes-…) will like this!
This is y10 set 2 aiming for grade 6/7. Some of them will do A-level.
#mathschat #mtbos #mathscpdchat
I appreciate this is leaving nothing to chance, direct teaching. This took four lessons in total.
I was a little delayed, when, halfway through the week almost half the class got put into self-isolation and I was teaching it blended with 13 at home and 16 in the classroom.
I was a little delayed, when, halfway through the week almost half the class got put into self-isolation and I was teaching it blended with 13 at home and 16 in the classroom.
I'd written about this approach here in theory logsandroots.wordpress.com/2020/10/11/way…
based upon a tweet by @DrStoneMaths here:
so this week has all been about putting this plan into action.
based upon a tweet by @DrStoneMaths here:
so this week has all been about putting this plan into action.
"there's no racism in mathematics" is quite the stance
some alternatives:
sunilsingh-42118.medium.com/freedom-mathem…
sunilsingh-42118.medium.com/freedom-mathem…
#MTBoS Has Germany caught up to the US in COVID-19 deaths? If you move from California to Wyoming, do you really have 3.6 times more voting power? The new #Eventmath wiki pairs current events with #math lesson plans to help students fight misinformation. Retweet for numeracy!
Eventmath is a free and open resource that we build together. Interested in contributing or using lesson plans? Want to be a part of the community? You can add your Twitter handle to Community Members in this Google Doc: docs.google.com/document/d/1gt…
We have big plans, but we're starting with a humble Google Doc. If you’d like to make and share your first contribution now, we have a prioritized list of tasks. The smallest takes only a few seconds. Just head on over to the To-Do List in the Google Doc to make a difference!
#disrupttexts activism, led by teachers, pertains to school literature. Math ppl might feel like this discussion is tangential to our work as math teachers.
i'm going to try to explain here how this is centrally related to math education, using their principles.
i'm going to try to explain here how this is centrally related to math education, using their principles.
1) "We have been socialized in certain values, attitudes, and beliefs that inform the way we read and teach texts, and the way we interact with our students. How are my biases affecting the way I’m teaching this text and engaging with my students?"
Math teachers, for us too.
Math teachers, for us too.
2) "Literature study in U.S. largely focuses on White (and male) dominated society, as perpetuated through a traditional, Euro-centric canon. Ask: What voices—authors or characters—are marginalized or missing in our study?"
Replace the words "literature study" with math.
Replace the words "literature study" with math.
@AmazonHelp Don’t get me wrong though @amazon, this is a math teacher’s dream for volume/capacity and optimization problems.
@AmazonHelp @amazon So since none of my students want to attend my Zoom office hour today, I should give you a math lesson today, @amazon.
#MTBoS...here's the thing:
When you think about the math you currently teach, does it require THIS LEVEL OF critical thinking and mathematization?
When you think about the math you currently teach, does it require THIS LEVEL OF critical thinking and mathematization?
This thread by @aetherlev dives into the mathematizing that occurred behind the K-pop stan to troll the Tulsa rally.
Let's take a closer look at what they did...with a lens for the mathematics that they used thru the 8 SMPs of the #CCSS
Let's take a closer look at what they did...with a lens for the mathematics that they used thru the 8 SMPs of the #CCSS
Not only did they 1) make sense of a problem (45 decided to hold a rally at the cite of the Tulsa massacre, originally scheduled for Juneteenth -->intentional?? yeaa) they persevered in solving the problem (they bought as many tickets to the event as they possibly could)
Math teachers just now looking for social justice lessons - you cannot just show up to class one day with a lesson on systemic racism and police brutality! A thread 1/
These topics require an incredible amount of care when planning. How might your students react? How will you react to your students? How will you center and discuss these heavy and layered issues while still teaching your students the math they need to make sense of them? 2/
Math lessons rooted in issues of social justice are much more to your students than simply swapping a context of Joey going to a carnival with incarceration rates 3/
#math Problem of the Day!
I have 26 students and my classroom is 24' * 22'
Where should I put the desks?
#makeitreal #mathchat #mtbos #iteachmath #msmathchat #122edchat #COVID19 #SocialDistancing
I have 26 students and my classroom is 24' * 22'
Where should I put the desks?
#makeitreal #mathchat #mtbos #iteachmath #msmathchat #122edchat #COVID19 #SocialDistancing
Thanks for the pic @gwaddellnvhs
My 8th grade daughter made this and said:
"This gets you 20 students with an illegal teacher zone."
Can you come up with something better?
#makeitreal #mathchat #mtbos #iteachmath #msmathchat #122edchat #COVID19 #SocialDistancing
"This gets you 20 students with an illegal teacher zone."
Can you come up with something better?
#makeitreal #mathchat #mtbos #iteachmath #msmathchat #122edchat #COVID19 #SocialDistancing
Hey #onted #mtbos educators. As we move forward with emergency distance learning, keep in mind that our most important focus is assessment: not evaluative aspects but the central definition about eliciting, interpreting info about where students are at, and acting accordingly.1/?
In a classroom we have worked hard for a long time on enhancing opportunities (for ourselves and for our students) in order to do this better. Group work, #thinkingclassroom, collaborative activities.. Be patient with ourselves and with others in these uncharted territories. 2/?
But even as we allow ourselves space to breathe, we cannot forget to be responsive to where students are at. Virtually this is definitely a challenge - like tying our hands behind our backs - we are unable to access the abundance of information we normally can. 3/?
With Pi Day just around the corner, let’s remember what Pi is all about.
After washing your hands thoroughly, cut the crust off a pizza pie and lay it across four others. You’ll see that the crust spans a little more than 3 pies. That’s Pi ≈ 3.14.
But that’s not all! (Cont’d)
After washing your hands thoroughly, cut the crust off a pizza pie and lay it across four others. You’ll see that the crust spans a little more than 3 pies. That’s Pi ≈ 3.14.
But that’s not all! (Cont’d)
2/ Remember that
Area = Pi r^2
formula for a circle? That’s not really the formula. It should be:
Area = radius x (half circumference),
where circumf=Pi*diameter, so half of that is Pi*radius.
Proof: cut your pizza into small slices and arrange into an r x (C/2) rectangle...
Area = Pi r^2
formula for a circle? That’s not really the formula. It should be:
Area = radius x (half circumference),
where circumf=Pi*diameter, so half of that is Pi*radius.
Proof: cut your pizza into small slices and arrange into an r x (C/2) rectangle...
3/ Plenty more fun to be had, and will be had at @MoMath1’s pre-Pi Day Family Friday, a week from today. Register here: momath.org/civicrm/?page=…
Q: What’s the volume of a cylinder with height a and radius z?
A: Pi z z a!
(With thanks to the @RutgersU math grad student seminar!)
Q: What’s the volume of a cylinder with height a and radius z?
A: Pi z z a!
(With thanks to the @RutgersU math grad student seminar!)
This thread shares what I learned from the #NCTMontheHill Capitol Hill visit as part of @NCTM’s advocacy work… #mtbos #iteachmath
@DavidBarnes360 @robertqberry @TrenaWilkerson @kdykema @bkobett @drjeffshih @dh11235 @MrDaveEbert @LindaD_BPSMath @KAWooleater
@DavidBarnes360 @robertqberry @TrenaWilkerson @kdykema @bkobett @drjeffshih @dh11235 @MrDaveEbert @LindaD_BPSMath @KAWooleater
1) Advocacy is rewarding. Every teacher wants to make a difference with our students, colleagues, schools, and districts. Advocating for our field to our government leaders has that same rewarding feel for me.
2) Advocacy is teaching. Behind the politics there are ambitious aides eager to make a difference but who usually know little about education. Like most people they rely on their own school experiences. We need to teach them about the issues that matter to teachers and students.
Since the video description may take a while and I promised some further learning, here are the sources for stuff I referenced:
1.) My book, @classroomchef is available on Amazon. If you dig that, check out my blog mrvaudrey.com and my co-author @Jstevens009
#PayItForwardEdu2018
#PayItForwardEdu2018
