Sunday, May 6, 2018

Math Links for Week Ending May 4th, 2018

I was at OAME 2018 this week and as always I had a great time. This year I was part of the organizing committee so I didn't see as many sessions as I wanted to but I did get some of the presenters to share their resources with me to share out. I'm sure I missed some but I will add them next week when I see them. However, you can see what others may have shared as it starts to get uploaded into these folders
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https://drive.google.com/drive/folders/15BWm1rBXiNXzymgXKcNDu713TAQAj4gS?usp=sharing
Even though I was on the planning committee, I did manage to present in two sessions. The first was with Gisele Jobin and was about the continuum activities that we've been posing on our blog over the last year or so.

The second one was on Desmos Geometry and what I did was try to introduce some of the new tools as well as some of the activities I've created. Instead of the traditional slideshow, I created a Desmos activity that covers all the topic. Get both resources at the link below
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http://bit.ly/oame-petro

Get ready to start a fight in your classroom. Not a real fight, a math fight, it’s better!!!. Get your students actively estimating, questioning, discussing, and defending their insights not with the teacher, but with each other. That's what @MrOrr_Geek presented on. Check out all the details here
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https://mrorr-isageek.com/start-a-math-fight/



What makes a memorable math moment? Is it a real world task? Is it relevant to your students? Is it media-rich or delivered in 3 acts? Those are questions that @MrOrr_Geek and @mathletepearce ask in their session and you can get all the resources here
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http://makemathmoments.com/
And you can watch the entire presentation on Facebook live here (whether you are on Facebook or not)
And @mathletepearce also had a different session. Here he talked about the idea people say kids don’t know their math facts! While this may be true for some students, what is more important than simply memorization multiplication facts is building a conceptual understanding of what multiplication means, how to visualize multiplication and how the standard algorithm for multiplication really works. Get the resources here
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https://tapintoteenminds.com/oame2018/


Triangulating assessment means assessing student products, conversations, and observations. As secondary math teachers, we have gotten very good at assessing products, but there are many questions surrounding the assessment of observations and conversations: What do I look (or listen) for? How do I track what I see? How do I evaluate something I notice? What questions do I ask in conversation? How do I find time to reach every student? That's what @HTheijsmeijer presented on and you can get the slide deck here
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https://goo.gl/FYBg1i

Two different sessions from @WheelerLaura. The first on G-Suite. There she asks: Is your school a G suite (Google) for Education school? Come get an overview of some of the ways you can use the Google tools (Equation editor, Slides, Forms, Sheets, Drawings, etc.) to help you as you create your lessons but also as tools the students can be using for collaboration.
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https://t.co/hJf1mJeXJa
And also a session on Sketchnoting: New to sketchnoting for Math? Sketchnotes have been popping up all over Math blogs, Twitter and the Internet lately! Sketchnotes are visual summaries or notes that are all about ideas (not art), making use of text, icons and connectors.
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https://t.co/2xpGhnlUqN

Today's learners are a diverse group with varying strengths and areas of need. This presentation blends discussion about 21st Century learning with practical hands-on demonstration of how to use new and innovative digital resources. That's what @AllenMath and @CRichardTeacher spoke on and here are the slides:
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https://drive.google.com/file/d/1FZ6aOD7fjbYkXO3D_No3iy-d5r2V1RXu/view
@AllenMath also presented with James MacKinnon and Melanie O'Neill on ways to integrate culturally relevant curriculum into our mathematics learning through the sharing of best practices.
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http://bit.do/oame2018full

Twenty first century learning requires students to create, collaborate and think critically. Progress "STEM's" directly from immediate feedback and a personalized learning platform. Coding, by its very nature, forces students to problem solve, make mistakes and overcome barriers because programs can only run if written correctly. That was the premiss of @MrAspinal's session and most of the resources can be found on his site
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http://www.hourofcuriosity.com/

With @PaiMath and @AlexOverwijk, @NatBanting used Visual Patterns as a basis of our conversations, the group will share and discuss our structures and our thinking behind our teacher moves. Through this experience, we aim to expand all of our considerations around effective teaching in the classroom.
And on his own he had participants work with a number of open tasks, and, from the collective experience, discuss the attributes of an open task, affordances of using open tasks in math class, and ways in which the teacher can focus their action to get the most out of an open task.
Both slide decks can be found on his website
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http://natbanting.com/presentations/

We are in a time of change in education. And @MrSurti with @MathPhan, @paul_math, @Gbullas17, @MsHLye & @wheeler_laura are continually reflecting on their practices and exploring innovative approaches and solutions to support student learning and achievement in mathematics. That's what this panel talked about and here is where the materials can be picked up.
https://idi.thelearningexchange.ca/2018/05/innovating-the-secondary-math-classroom-a-panel-discussion/
And @MrSurti also talked (with teams from different schools) about the Technomath project currently happening in a few schools
https://t.co/bvUmEd7daX

Planting the Seeds of Change was the session where @MaryBourassa asked these questions: What steps, big and small, can we take to improve the learning experience for our students? How can we create an environment that has our students liking math more at the end of the semester than they did at the beginning? How do you move toward a math class based on collaboration, taking risks and productive struggle? Check out the slide deck link at her site (including the marbleslides)
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http://marybourassa.blogspot.ca/2018/05/planting-seeds-of-change-oame-2018.html


And finally from @Goslink123 how do Grade 3 to 8 students learn and understand multiplication? Is it procedural or conceptually developed? Do students understand how the multiplication algorithm has come to exist? and Let's explore the concept of division through visual strategies that allow us to use reasoning and logic. Transform students understanding of fair share, scaling up, and long division. Both slide decks can be found here
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https://drive.google.com/open?id=1NmrakExJiKniNIJHZG9hm3GQfRJQAbWu

There were definitely some sessions on Spiralling and so it seems fitting to show the first of (eventually) three videos from @mathletepearce on spiralling to help you get started.
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https://tapintoteenminds.com/spiralling/


A nice summary of @JoBoalar's Keynote here from @Wheeler_Laura
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https://twitter.com/wheeler_laura/status/992210006232748033

And I loved this shot of the keynotes also from @wheeler_laura


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