Wednesday, August 20, 2014

NCTM Conference in Boston 2015 Announcement


I'll be speaking at the annual NCTM conference in Boston next April. Also as has been my custom for the last 10 years I'm planning to preview all the technology related sessions in Boston. (See last year's tech preview of the New Orleans NCTM conference.)

Here's a description of my session:

Title: Inside a Dynamic Math 2.0 Classroom
Description: The Internet, cloud computing and portable devices are making inroads into the classroom. What does a Web 2.0 based classroom involving dynamic math software that produces active learning look like? Examples of collaborative math 2.0 activities will be shared. (These activities are highlighted in my forthcoming - November, 2014 - book "The Wannado Curriculum: Scenes from a Dynamic Math 2.0 Classroom.")

If you are speaking at the NCTM conference next April on a technology theme, please let me know so I can highlight your talk in my preview listing.

Tuesday, August 19, 2014

NEW! NCTM's Journal Blogs

NCTM has joined the blogosphere with three entries: one corresponding to each journal. Here's how NCTM describes them.
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Each of NCTM’s three teacher journal blogs has been developed to expand on a theme or topic:

1. Math Tasks to Talk About in Teaching Children Mathematics
2. Blogarithm: Standards of Mathematical Practice in the Middle Grades in Mathematics Teaching in the Middle School, and
3. Joy and Inspiration in the Mathematics Classroom in Mathematics Teacher  
Blog posts are contributed by guest bloggers from within the mathematics education community, and all three invite comments from the field.  Access your journal blog above and join the conversation now.
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These blogs are independent of the actual articles in the Journals. The only way to comment about an article is to send an email to the editorial staff of the Journals (mtms@nctm.org.) I had a comment about an article in Mathematics Teaching in the Middle School (MTMS) entitled Tasks to Develop Language for Ratio Relationships. (You have to be a member of NCTM to read it.)

I have a problem with young children focusing on such language distinctions as “the blue ribbon is 5 times longer than the red ribbon” and “the blue ribbon is five times as long as the red ribbon”. The important thing is that students understand multiplicative reasoning using whatever language makes sense to them, rather than confuse with language that I as math educator have trouble making sense of.

Is there a public forum for comments about MTMS articles? If not, there should be.

Thanks in advance for a response.

-Ihor

Ihor Charischak
CLIME
White Plains, NY

Waiting to hear back.

Monday, July 14, 2014

Diane Briar's Core Truth

Diane Briars
At the last NCTM conference in New Orleans (2014) Diane Briars officially became the 48th president of NCTM. One of her mandates as president is to support the roll out of the CCSSM and look at it as a cup half full rather than half empty. In her first president's message entitled "Core Truths" she does an excellent job of presenting the CCSSM as an opportunity for the math community to build on and create curriculums for their districts that empower students and teacher to learn and teach math. About the backlash to the Standards she writes:
"With respect to the Common Core State Standards for Mathematics (CCSSM), what I find most troubling is that much of the rhetoric is based on false or incomplete knowledge about the standards and their development, or it confuses the standards with implementation activities, issues, and policies, including testing policies. Such arguments have little potential to improve mathematics education. Distinguishing CCSSM facts from fallacy is essential both for implementing the standards effectively and for engaging in thoughtful, reasoned critique of them for future refinements."
This is true. In its purest form who could argue that a coherent set of standards would not benefit math education. However, the opponents have some relevant points to make and these are not addressed in her message. It's also not in her role as president, which is too bad. It would have been nice if she had acknowledged the concerns that more than half of the teachers polled in the study Diane mentions have about the standards and how these concerns can be addressed. My main concern is that the standards will be perceived as merely a list of objectives. Unlike the Standards of 2000 which had some spirit and lots of good examples this latest version is more like a set of to dos which teachers in their busy lives will complete in a more rote manner. The Principles to Actions does a little to help, but the examples in that book are not all that interesting. The chapter on technology is excellent in that it appeals to the power of Web 2.0 to transform math education. None of this powerful trend in technology is mentioned in the standards. I'm sure that Diane is aware of this being a long time supporter of technology in math education, but her main purpose in her Core Truth message is to address the negative spin as indicated in her closing remarks that describe the three pronged approach to support CCSSM which I quote below. (It's times like this that I miss the possibilities that Steve Leinwand might have brought to the table as president.)

Here is Diane's closing comments.
"The Common Core State Standards represent too important an opportunity to squander because of rhetoric based on incorrect and incomplete information and public confusion of the Common Core State Standards themselves with shortcomings in their implementation. NCTM has developed a three-pronged approach to support the CCSSM: 
1. Clearly describe and publicize the practices, policies, programs, and actions required for successful implementation of CCSSM through wide dissemination of Principles to Actions: Ensuring Mathematical Success for All. NCTM cannot do this alone. Our Affiliates and their members are important partners in this effort. 
2. Enhance and expand our professional learning opportunities related to Principles to Actions and implementation of CCSSM at our conferences and institutes and in our journals, and continue to build our collection of relevant professional learning resources. This spring, each NCTM committee developed specific plans for this work. 
3. Actively advocate for the Common Core State Standards for Mathematics, correcting misconceptions, clarifying confusion, and highlighting ways in which CCSSM supports students in learning more and better mathematics. Most important, we need to help parents and the broader public become aware that the conceptual understanding and habits of mind—for example, problem solving, reasoning, and perseverance—that CCSSM calls for are essential for students’ preparation for their futures 
This third prong requires all of us, especially teachers and parents, to personalize CCSSM by describing its benefits for their students and children. I strongly urge you to get involved in the dialogue. Correct misconceptions. Separate standards from implementation issues. And highlight the benefits and opportunities that the Common Core State Standards for Mathematics afford to increase the mathematics learning of all students."
I'm an optimist at heart and I wish Diane a successful term as president.

You will find the Diane's entire message here.

Wednesday, June 25, 2014

When Am I Ever Going to Need This?

Source: https://www.youtube.com/watch?v=G_xgB8G18Dw
Jordan Enberg writes in “How Not To Be Wrong - the Power of Mathematical Thinking”  that the best answer to the age old “When am I ever going to need this” question is: tennis. If you want to play tennis you have to do a lot of boring practice to get good. The implication being that you should practice math because it builds up your thinking muscles. That is probably true. For those that play a lot of tennis and work at the skills needed to get better I assume that they really WANT TO play tennis. Enberg’s analogy to math flops because most students once they reach their teenage years would rather take out the garbage than do math.* The problem with it is that there are other more interesting ways to build the same muscles especially for those students more interested in the softer sciences. Children will build their math power if they see a reason to do it. Just because math is cool to people like Jordan Enberg and many others (including me) who want students to really, really like math, It isn’t going to work unless the students see a need for math. 

My favorite example for this is Green Globs (see my blog about it.)  Green Globs is terrific at motivating students to learn how functions work. But the joys of learning functions is not the main reason they want to learn about them. I always tell my students that the reason they should learn about functions is because in two weeks they will be involved in the Great Green Globs Contest and will need to learn to play Globs well enough to help their team win the contest. Since the math in Globs is intrinsically interesting for most students, they are willing to learn what it takes to do well - just like in tennis. In that blog entry I told you the story of Guillermo the failing math student who managed to get a perfect score of 8191 points by knocking down all thirteen globs with one function. What I didn’t tell you is how many students were inspired by Guillermo to improve their scores because they really wanted to learn the math needed to score higher. Now winning the Green Globs contest is a small incentive compared to how we want math to inspire students to really want to do something significant in the world. What is it that inspires kids to want to learn important math that will help them to achieve their personal goals? By creating real world projects as the central goal of curriculums! The math curriculum that almost everyone uses was set up in 1892 by a group of academics known as the Committee of Ten and hasn’t really changed in over a hundred years. Isn’t it time that something new, that students WANT TO buy into becomes the default curriculum? A curriculum that will encourage areas of study that students are passionate about.

At the college level, Roger Schank has “built story-centered curriculums meant to teach practical business by creating simulated experiences. The idea is to deliver it online around the world, using mentors who speak the students’ language. No classes. no lectures. No tests. Graduates get an MBA degree […] The idea is to help people launch their own business or go to work.” (page 58 - Teaching Minds.)

This doesn’t mean that the conventional curriculum doesn’t work. My Columbia Prep teaching days made me realize that there were plenty of students who wanted to take on the Royal Road to Calculus and I say more power to them! What I’m suggesting is what Ronald Wolk writes about in "Wasting Minds: Our Education System is Failing and What we Can do About It." We should develop an alternative curriculum that empowers students to really take advantage of math in ways that are appropriate for them.

*Karim Ani of mathalicious.org said this during his presentation at the NCTM conference in New Orleans last April.

Roger Schank. Teaching Minds: How Cognitive Science can Save our Schools
See also Roger’s blog about how to redesign high schools. 

Friday, May 30, 2014

The Mathman Retires

"How can I motivate my students to get more interested in doing math?" was the question I posed to Don Cohen back in 1972 at a Saturday morning math workshop in NYC.  "The problem is that your kids are not really doing math," Don replied as we strolled down a picturesque Greenwich Village street. "What you need to do is get your students to create their own math. But first the teacher needs to do the same. That's the purpose of the workshop I am leading here." That one comment has stayed with me ever since as I continue my effort to inspire teachers to aim for that vision for themselves and with their students.

After 38 years of math tutoring, Don Cohen will hang up his hat as "The Math Man" at the end of this month. (Read more)

You can hear Don interviewed by Maria Droujkova at a Math 2.0 Webinar back in 2010 where he talks about his experiences with Calculus by and for Young People.

Thursday, May 8, 2014

Accolades to NCTM for Tools and Technology Addition in Final Form

In the original draft of the Principles to Action that was available for review this statement appeared on page 81 of the Tools and Technology section:
"While non-mathematical technologies and tools (e.g., word processing, presentation, and communications software) have a role in the mathematics classroom (Cohen & Hollebrands, 2011), they provide a more supportive role and do not have the direct potential to promote student reasoning, sense making, and mathematical thinking found in mathematical action technologies."
In the final version (now available from NCTM in book & eBook form) which I highly recommend purchasing*, the paragraph above was replaced with the following on page 79-80:
"Non-mathematical technologies and tools (e.g., word processing, presentation software, and communications applications)  can also support interactions in the mathematics classroom (Cohen & Hollebrands, 2011). For example, student responses to an interactive poll can be quickly gathered through the use of either a dedicated clicker system or applications on a range of mobile device platforms, to provide teachers with informative information that may help guide instruction.  Interactive whiteboards, document cameras, and web-based presentation applications can help students communicate their thinking to classmates and receive constructive feedback. Students sharing of work can occur beyond the boundaries of the face-to-face classroom through the use of secure Web-based platforms to post and comment on student-made podcasts, digital images of student work, and student presentation files. Students might use text messaging, cloud-based shared documents, virtual whiteboards, blogs, or wikis to collaborate on mathematical problems within the school or with students in other states or provinces or even countries (Rochelle et al. 2010). By making use of these electronic tools, students have a greater sense of ownership of the mathematics their learning, since the applications promote a sense of shared enterprise in the learning of mathematics. 
Finally, a wide variety of web-based resources support the teaching and learning of mathematics. Teachers are increasingly using personal and shared pages to organize and categorize the resources they find most useful. These lists allow them to quickly locate resources that they have found useful in the past and share these with others through social media. Their capacity to do this represents, in a sense the virtual opening of the classroom door to allow for collaboration among classrooms and teachers. Furthermore teachers can organize shared pages to enhance communication with their students and their students’ parents or caregivers."
Principles to Actions: Ensuring Mathematical Success for All
(2014: National Council of Teachers of Mathematics, Reston, VA. p. 79-80)


Thank you NCTM for making the chapter on Tools and Technology relevant to today's Web 2.0 world!

*the eBook version is available for $4.99 ($3.99 if you are a member).

Wanna do Games, STEM and Mr. K


At this week's Global Math Department session, Tim Kubinak shared something "outrageous" that he does with his students on Fridays. He let's them play games for up to 45 minutes. The actual time depends on how well their group did on their math during the week. What games and why? "Let's face it," Tim said, "We're not good at teaching problem solving. We're good at teaching them to solve problems, but not problem solving. If we want to teach them problem solving, we have to exploit their interests. And that's what games do for kids." For that reason Tim makes available a variety of player games for his students. The main goal is to learn problem solving with a STEM theme. He calls it PYG (Play Your Games) which is a gameplay program designed to exploit the interests of students, within the context of reinforcing STEM methodology and problem solving acuity. Students work in groups of three. The amount of time that students are engaged in these activities is determined by results on these quizzes.


Tim has assembled an ecletic collection of playergames, hand held devices, MaKey MaKey touch pads and BYODs as part of his platform for teaching problem solving. Time frame is usually 8:15-9:00 when groups meet to get their equipment for game play. They check on the chart to see how much time is allotted to their group. They are also responsible for filling out the PYG sheet which has instructions for helping them make their session productive.

Though I do the question the method used to determine time for playing (the high scorers get the most time), Tim treats it as a game and I'm sure the kids are motivated to do better on the next grading period so they get more time the following Friday.

The open time for game playing with appropriate rubrics is an appealing way to engage students.

To learn more about Tim's class listen to his webinar at GMD.