“Students who learn to articulate and justify their own mathematical ideas, reason through their own and others’ mathematical explanations, and provide a rationale for their answers develop a deep understanding that is critical to their future success in mathematics and related fields.” Mathematical Thinking pg. 6

Turn and talk to the person next to you about the quote. Connector…

Authentic Academic Instruction… First Turn, Last Turn Individually, do an 8 minute read or review of Five Standards of Authentic Instruction and highlight 2-3 BIG Ideas. In groups of 3, 1 person will start by taking a turn to share one of the highlighted items but do not comment on it! Each group member will take up to 2 minutes to comment – in round robin like form -about the item. The initial person who shared the idea then shares his or her thinking about the idea and takes the last turn, making final comments. Repeat until everyone has shared at least one idea from the article.

Authentic Academic Instruction Where might you see this type of learning of mathematics occurring in your building: –students are constructing meaning and producing knowledge, new meanings and understandings; –students are using disciplined inquiry to explore connections and relationships; –students aim their work toward production of discourse and substantive dialogue, products, and performances that have value or meaning beyond school

Am I Creating an Environment for Learning with Understanding? 1.Who’s doing most of the talking? 2.Who’s doing most of the thinking? 3.What types of math tasks are students asked to think about? 4.What opportunities do students have to share their thinking in public ways? 5.What types of questions are being asked and do these questions press students mathematically? 6.Who participates in class discussions? 7.Do students have opportunities to see more than one solution to a problem? 8.How does the teacher respond to students when answers/solutions are correct and incorrect?