1. Common Core Math Training
June 17-21, 2013

2. Some Thoughts About Teaching and Learning Mathematics

3. Math Myths That Many of Our Students Believe
Boys are better at math than girls.
Math requires logic, not intuition.
Math is not creative.
It is more important to get the right answer than to understand the problem.
It’s important to get the answer exactly right.
There is a best way to do math problems.
Some people are “math people” and others aren’t.
Mathematicians do problems quickly, in their heads.
Math requires you to memorize a lot of stuff.
Math is done by working intensely until the problem is solved.

4. Math Myths Students Believe – Translated into Teenage Thought
Boys are better at math than girls.
Math requires logic, not intuition.
Math is not creative.
It is more important to get the right answer than to understand the problem.
It’s important to get the answer exactly right.
I’m a girl, so I can’t be good at math. It wouldn’t be “cool”.
I’m not Spock or a nerd, so math isn’t for me.
Math is dry and boring!!!
Why do I have to show my work when the teacher only marks it right or wrong?
The calculator has nine decimal places, so I should write all of them down.

5. Math Myths Students Believe – Translated into Teenage Thought
There is a best way to do math problems.
Some people are “math people” and others aren’t.
Mathematicians do problems quickly, in their heads.
Math requires you to memorize a lot of stuff.
Math is done by working intensely until the problem is solved.
I have to do it the teacher’s way or its wrong.
It’s okay to be “bad” at math. I come from a long line of non-math people – its just not in my genes!
If you can’t do math fast and in your head, you’re not smart at math.
I have this whole list of formulas that I have to know for the test – help!!
I’ve worked on this forever and I can’t figure it out. I must be stupid!

6. Math Myths Students Believe – The Response
If you don’t know how to refute these myths, then check out “Twelve Math Myths”:

7. Common Teacher Beliefs
Most teachers believe that . . .
Mathematics is essentially a vehicle to model the real world
Ability in mathematics is innate
More than one representation should be used in explaining a mathematical concept
Their subject area is highly sequential and static
Students should be grouped by prior academic achievement in order to get better benefits from instruction
Students learn in a passive manner from reacting to external forces rather than in an active manner as a producer of their own knowledge
The TIMSS study of 1996 revealed that most teachers believe

8. Teaching To The Analog Brain In The Digital World

9. Stand and Deliver
I have heard of the Common Core State Standards and I have seen the document that contains them.
I have read the Standards for Mathematical Practice.
I have read (or at least skimmed) the Common Core Standards for the course I will be teaching (Math I, Math II, or Math III).
I have read parts of NCDPI’s unpacking of the Common Core Standards.
I have read all 93 pages of the Common Core State Standards for Mathematics.

10. Common Core Shifts Focus Coherence Rigor Narrow Deepen Critical Areas
Connections
Vertical Alignment
Conceptual Understanding
Procedural Skill
Application
You are well aware of the shifts to the Common Core. This week is about supporting you with implementing these shifts in your classrooms.

11. Focus
Coherence
Rigor
We designed sessions to be specific to each course the first half of the week
We will model deepening with Rich Tasks and Investigations
We chose content from Critical Areas
We strategically embedded PLT Time so that you can reflect and make connections between what you learn in each session
We designed Vertical Alignment Sessions to help you make connections with content
We will focus on mathematical discourse as a means of connecting Conceptual Understanding and Procedural Skill
We have chosen problems that model mathematics in context
We will discuss how to assess student understanding of concepts

12. My Thoughts on Shifts in Common Core
“explain” used over 60 times in the CCSS
“prove” occurs over 30 times
“justify” occurs 12 times
“proof” occurs 5 times

13. Geometry Transformed
Rotations
Reflections
Translations
Dilations

14. Probability & Statistics

15. Modeling Number & Quantity Algebra Geometry Functions
Statistics & Probability

16. Proof
Formal vs. Informal
Proving Theorems vs. Proving Relationships

17. Spiraling of Concepts

18. Math Discourse

19. Core Plus and Core Math Tools
Stephanie Buckner, Buncombe County Schools

20. CMAPP

21. Wrap-Up

22.  Group
Room Number
Monday PM
Tuesday AM
Wednesday AM
Math I Group A
2604
Assessment
Statistics in Math I
Math Discourse
Core Plus Lesson
Math I Group B
2606
Math II Group A
2608
Probability in Math II
Math II Group B
2610
Math II Group C
2624
Math III
2626
Statistics in Math III

23. Thursday AM Thursday PM Friday AM
 Room Number
Thursday AM
Thursday PM
Friday AM
2604
Functions
2606
Linear
Quadratic Functions
2608
Exponential Functions
2610
Proof
Trigonometry
2624
Statistics
2626
Transformations & Technology

24. Reminders & Info Sign in daily! – both AM and PM
Sign-up sheets for the Vertical Alignment sessions will be placed in the locker bay of the 2600 hall
See Christina for sub forms
Be nice to your presenters – they have been working hard to make this week purposeful & successful!
Parking Lot in each room for questions & issues that may arise
Thank Heritage folks for hosting whenever you get the opportunity
Friday afternoon PLT session will start in the Media Center

25. Final Thought
Common Core is not just a rearrangement of the same old content standards, but a serious endeavor to redefine the way we teach and learn mathematics in the United States. So it is a journey for us all – teachers, administrators, students, and parents. And as with any journey worth taking, it will take time. So be kind to yourself, and to your students.