Number Talks Leadership Academy Debbie Olson Mathematics Education Collaborative

Foundational practice in MEC workshops and courses since 1998 MEC Math Science Partnership project, 2013-2015 Making Number Talks Matter by Parker and Humphreys, 2015 OSPI Mathematically Productive Instructional Routine Why Number Talks?

Number Talk

63-28 Number Talk

Accessible, Implementable, and Powerful

Preparing a Next Generation of Mathematics Teacher Leaders for Washington State MSP Grant from U.S. Department of Education and Washington OSPI Three summers and two school years with classroom teachers Content focus: Ratio and Proportional Reasoning, Rational Numbers, Expressions and Equations Participants prepared to lead 4-day workshops MEC MSP 2013-2015

Classroom Practice Results This graph is on your flyer.

Student Achievement Results This graph is also on your flyer.

Can similar impact be made using Number Talks as the primary vehicle for transforming classroom practice?

Transforming Mathematics Classrooms Through Number Talks: A Leadership Academy Funded by College Spark Washington and participating individuals, schools, and districts Our Project Refer them to the flyer in their folders.

Building on the MSP project Significant summer experience Virtual school year support - webinars Delayed Leadership Model Three-year commitment Teachers as learners – content and practice Building on the MSP project

Learning from the MSP project Participants in teams, as much as is possible Summer opportunities for shared experience with collaborating teachers Community Math Nights Learning from the MSP project

Year 1 Goals Becoming more reflective learners Digging deeply into the practice of enacting Number Talks as teachers Deepening our own mathematical understanding Examining our teaching practices Year 1 Goals Intentionally no goal of providing PD – delayed leadership model Challenge for those whose job it is to provide PD

School Year Expectations Enact Number Talks at least three (preferably consecutive) times per week in the same class Keep a Number Talks Learning Journal Attend 4 webinars Attend a Community Math Night (if possible) School Year Expectations

Year 1 Challenges Staying connected Various levels of experience with Number Talks Various job roles K-20 participant range Implementing leads to tough conversations about teaching Year 1 Challenges

Year 1 Strengths Staying connected Various levels of experience with Number Talks Various job roles K-20 participant range Implementing leads to tough conversations about teaching Year 1 Strengths

Year 1 Strengths Staying connected Various levels of experience with Number Talks Various job roles K-20 participant range Implementing leads to REAL conversations about teaching Year 1 Strengths

A Quick History of Number Talks Developed by Ruth Parker and Kathy Richardson in early 1990s (Mathematical Power by Ruth Parker, 1993) Engage students in meaningful mathematical discourse and sense- making Transform the culture of the classroom to one of inquiry and curiosity A Quick History of Number Talks

A Quick History of Number Talks Cathy Humphreys has extended and studied their use at the secondary level Ruth and Cathy will publish a second book next year Kathy Richardson (Math Perspectives) will soon publish a book with early elementary focus A Quick History of Number Talks

A Quick History of Number Talks Number Talks have since been used by and written about by many people, in many ways. A Quick History of Number Talks

What is/isn’t a Number Talk For example Content (arithmetic vs. Algebra) Time (5 minutes, 15 minutes, 30 minutes...) Level of teacher involvement How students respond (various hand signals) Over-defining vs. under-defining If a distinction is important, why? What is/isn’t a Number Talk Over-defining: less likely to be used Under-defining: Lose meaning and power, just one more routine Project gives opportunity to explore this question based on experiences of teachers implementing NTs with ongoing support and network.

The exciting stuff...

Number Talks Lead To Important Conversations Efficient vs. “easy” (and the subjectivity of both) Flexibility/sense-making vs. learning new methods Encouragement vs. praise Divergent vs. convergent thinking Maintaining genuine curiosity vs. enacting a routine Teaching vs. telling Noticing vs. wondering vs. fixing Nudging vs. shoving Listening to ideas vs. listening for ideas How these experiences influence the rest of the classroom Number Talks Lead To Important Conversations

Years 2 and 3 academies and support sessions ...and more. Years 2 and 3 academies and support sessions

And some feedback from you: https://www.surveymonkey.com/r/MVLBFPX http://www.mec-math.org   Facebook: MEC Math Twitter: @mecmath @debdoesmath Questions? And some feedback from you: https://www.surveymonkey.com/r/MVLBFPX