Exploring Foundational Principle : “Design a responsive mathematics learning environment”

“Effective teachers…. know that a wrong answer might indicate unexpected thinking rather than a lack of understanding; equally, a correct answer may be arrived at via faulty thinking.” –Anthony, G., & Walshaw, M. (2009)

Goals of this session Deepen knowledge and understanding of the Foundational Principle – “Design a responsive mathematics learning environment” Connect this knowledge and understanding to a selected resource Share this learning with your Team deciding how it may impact your Numeracy plan

Reading/ Reflecting upon Foundational Principle - “Design a responsive mathematics learning environment” As you read page 8, note the strengths and challenges evident in your FOS/District work Explain how you know. What is the evidence of impact? 

“Transforming Classroom Culture” A researcher’s view Dan Meyer, Stanford University “Transforming Classroom Culture” How do Dan Meyer’s comments enhance understanding of the Foundational Principle -“Design a responsive mathematics learning environment”? Elbow partner sharing then to whole group Think, pair, share Chart it

Selected Resources Summary of Results and Strategies for Teachers, 2012–2013

Review/reacquaint yourself with the resource at your table. In your Math plan, how might you use this resource to implement the Foundational Principle -“Design a responsive mathematics learning environment”? Record ideas to share with your Board Team Expected to share back with Team 30 min. 10 copies of each resource Facilitators to note distribution of resource work

Additional Resources http://edugains.ca/newsite/math2/index.html http://www.edugains.ca/resourcesLNS/MathResources/MathematicsResourceInventory.pdf http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/capacityBuilding.html Elbow partner sharing then to whole group Think, pair, share Chart it