1. Developing Mathematical Minds and Hearts through Math Modeling
Jennifer Suh, Ph.D.
Associate Professor COMPLETE MATH at GMU
Mathematics Education College of Education
College of Education & Human Development and Human Development George Mason University, VA George Mason University, VA

2. Dr. Jennifer Suh Jennifer M. Suh, PhD, jsuh4@gmu.edu
Associate Professor,
Mathematics Education
George Mason University
Interests: Developing students’ mathematics proficiency &  teachers' mathematics knowledge through Lesson Study  and representational fluency through mathematics tools and emerging technologies

3. Dr. Padhu Seshaiyer Padhu Seshaiyer, PhD, pseshaiy@gmu.edu
Professor of Mathematical Sciences
College of Science

4. COMPLETE MATH Mission: COMPLETE MATH Professional Development
To promote excellence in mathematics teaching, learning and collaborative mentoring in Northern Virginia through innovative solution-oriented initiatives in professional development and coaching networks.
Over the 8 years, partners include: Arlington, Alexandria, Fairfax, Fauquier, Frederick, Hopewell, Loudoun, Norfolk, Petersburg, Prince William, Roanoke, Private Schools in NoVa

5. content-focused summer institutes;
The design and implementation process of a three year innovative, strategic and sustainable mathematics professional learning model consisting of
content-focused summer institutes;
academic year follow-up Lesson Study at school sites and
an ongoing support through onsite and online mentoring. 5

7. Professional Development institutes

8. School-based Lesson Study with coaching networks

10. TRANSITIONS: GOALS r
TRANSITIONS: Transforming Mathematics instruction through Mathematical Modeling, Algebraic Thinking and Proportional Reasoning: Teaching and Assessing Virginia’s Mathematics SOL​
Desimone, L. (2008)

11. Effective Mathematics Teaching Practices
1. Establish mathematics goals to focus learning. 2. Implement tasks that promote reasoning and problem solving. 3. Use and connect mathematical representations. 4. Facilitate meaningful mathematical discourse. 5. Pose purposeful questions. 6. Build procedural fluency from conceptual understanding. 7. Support productive struggle in learning mathematics. 8. Elicit and use evidence of student thinking.
Make connection to COMPLETE math PD

12. Tasks & Representations Fluency from Understanding
Math Goals
What might be the math learning goals?
Tasks & Representations
What representations might students use in reasoning through and solving the problem?
How might we question students and structure class discourse to advance student learning?
Discourse & Questions
How might we develop student understanding to build toward aspects of procedural fluency?
Fluency from Understanding
From DuHuinker’s presentation
Add our own Visible Thinking strategies
How might we check in on student thinking and struggles and use it to inform instruction?
Struggle & Evidence

13. DEVELOPING A COLLABORATIVE NETWORK