Nine Beliefs for Building a Mathematical Community Rozlynn Dance Tessa Kaplan October 11, 2019 Northwest Math Conference Tacoma, Washington

Watch the beliefs in action and reflect on their use Learning Objectives Become familiar with nine beliefs that lay the foundation for a mathematical classroom community Watch the beliefs in action and reflect on their use Learn some tips and pointers for implementing the beliefs in your classroom

Qualities of Effective Mathematics Instruction A safe space Construction of knowledge Perseverance Cooperative learning Mathematical discourse Let the students do the thinking!

9 Beliefs for Building a Mathematical Community #1 Everyone has the right to learn. #2 Respect the ideas of others. #3 Challenging problems help our brains grow stronger. #4 Mistakes are great! #5 Good mathematicians are brave and try new things. #6 There are different strategies for solving a problem. #7 It's not just about the answer. #8 Good learners ask questions. #9 Questions from the teacher help us learn and grow. Respectful Community of Learners Brave Mathematicians Great Minds Think Differently Thinking Through Questioning

The Beliefs: Why They Matter Form groups of 4. In your group: Each person choose one section to read. Highlight and take note of key ideas as you read. Be ready to teach your group about your section! *If you finish early, read another section.

Repeat with all group members. Group Jigsaw Teach your group about your set of beliefs by sharing your key ideas (you will have just 2.5 minutes!) Repeat with all group members.

The Beliefs in Action: A Number Talk As you watch the video, use the note- taking guide to look for evidence of the beliefs that you read about. You will share this evidence with your group!

The Beliefs in Action: A Number Talk Share evidence of your set of beliefs with your group. Complete your note- taking guide as your group members share.

A Respectful Community of Learners: The Evidence Video Evidence: Secret silent signals “Don’t spill the beans!” Private think time Agree/disagree signals “Eyes watching, ears listening” Turn and talks “Kiss your brain!” “Would you like to add on?” Using Skittles context

A Respectful Community of Learners: How to Get Them There Respect: Looks Like/Sounds Like Whole body listening “Don’t steal my thinking!” Private Think Time: teach the why Ketchup/Mustard Partners How to help a partner Talk moves: revoicing to honor thinking Encourage students to reinforce respect How to disagree respectfully

Building Brave Mathematicians: The Evidence Video Evidence: Kids comfortable sharing different answers “I don’t know” Disagreements Revising thinking “Who can defend 10?” Explanations/justifications Teacher never tells: “Do we all agree?”

Building Brave Mathematicians: How To Get Them There Jo Boaler Growth Mindset Videos Read Alouds The power of “yet” Discouraging “This is easy!” Kiss your brain! Celebrating mistakes daily--and directly addressing when kids are negative about them You are your own best teacher Silent signals Math attitude surveys Praise effort, not correctness

Great Minds Think Differently: The Evidence Video Evidence: Accepting different answers Public record of strategies “How did you get your answer?” Student explanations/justifications (without prompting) Multiple strategies: fingers, ten frame, add to subtract Disagreements “Let’s see if this is true” “Say you have 10 pieces of kit kats…” “He might explain it in a way that makes sense to you.”

Great Minds Think Differently: How to Get Them There Daily problem tasks that promote productive struggle Praising different strategies Creating public records daily Everything must be justified: “Prove it!” Kids do the sharing--teacher is facilitator Praise the thinking, not the answer Sentence stems

Thinking Through Questioning: The Evidence Video Evidence: “How did you get the answer?” Teacher questioning all thinking (right and wrong answers): “Is 10 the same as 5?” “Why does 5 go in the mystery box?” “What do you mean…?” Students questioning each other: “What do you think?” “I think Hannah disagrees--do you?” “Anybody else?”

Thinking Through Questioning: How to Get Them There Explicitly teach: Questions don’t mean you’re wrong! Being a skeptic Noticing/Wondering Accepting all questions...at first Questions vs. Statements Sentence stems Talk moves to encourage questioning Modeling good questioning

Questions? Rozlynn Dance @RozlynnDance Tessa Kaplan @tessakaplan84 rozlynn.dance@rentonschools.us @RozlynnDance Tessa Kaplan tessa.kaplan@rentonschools.us @tessakaplan84