1. Making an Impact in a Diplomas Now Mathematics Classroom

2. Session Outcomes Experience how students learn mathematics Develop a rationale for the Talent Development Secondary approach and supports for mathematics instruction Examine specific supports Corps Members can provide students in the classroom setting and beyond

3. Norms Fully participate Leave technology for breaks and step outside for essential communication Honor time Have fun

4. Please create a 140 character tweet that will offer an insight about you and your relationship with mathematics. Getting to Know You

5. Fish is Fish aka How Students Learn Mathematics

6. Students come to the classroom with preconceptions about how mathematics works.

7. To develop competence one must have a deep foundation of factual knowledge, understand the context of a conceptual framework……

8. ..and organize knowledge in ways that facilitate retrieval and application.

9. A metagcognitive approach or self monitoring approach

10. CYCM Instructional Supports in a Mathematics Classroom

11. F = 4 (S – 55) + 35 Find F when S = 68

12. Calculate the fine for the speed your car was traveling. How did having a context change your experience of this activity? How might this connect to your role when supporting students in mathematical activities? Record your responses Check your speeding ticket, go to the poster that matches your car.

13. When the officer approached my car he explained to me that: The fine for speeding in Baltimore is $4 for every mile per hour over the 55 mph limit plus a $35 handling fee. F = 4 (S – 55) + 35 Find F when S = 68 Back to our original

14. Metacognition and self monitoring

15. . Make sense of problems and persevere in solving them. Mathematically Proficient Students: Explain the meaning of the problem to themselves Look for entry points Analyze givens, constraints, relationships, goals Make conjectures about the solution Plan a solution pathway Consider analogous problems Try special cases and similar forms Monitor and evaluate progress, and change course if necessary Check their answer to problems using a different method Continually ask themselves “Does this make sense?” Gather Information Make a plan Anticipate possible solutions Continuously evaluate progress Check results Question sense of solutions © Institute for Mathematics & Education 2011

16. Construct viable arguments and critique the reasoning of others Use assumptions, definitions, and previous results Make a conjecture Build a logical progression of statements to explore the conjecture Analyze situations by breaking them into cases Recognize and use counter examples Justify conclusions Respond to arguments Communicate conclusions Distinguish correct logic Explain flaws Ask clarifying questions © Institute for Mathematics & Education 2011

17. Craft questions to elicit and engage student thinking Listen carefully to students’ ideas Asking students to clarify answers, justify their reasoning Monitoring students’ participation in discussions Deciding when to provide information, when to clarify an issue, when to model and when to let students struggle Offer a menu/ choices CYCM

18. Practicing questions and feedback

19. I use to think…….. Now I think………. One thing I hope to share with my CYCM in my City….. Questions……. Reflections

20. Thank you mlinda@jhu.edu mlinda@jhu.edu