Nate FranzSuperv isor of Mathematics

December 17, 2013

Mathematics Leadership Academy

First Draft Final Draft

Back to Austin2

Targeted and specific

feedback on wing

shape and color.

Promoting Understanding3

Dimensions Core Features

Nature of Classroom TasksMake mathematics problematicConnect with where students areLeave behind something of mathematical value

Role of the TeacherSelect Tasks with goals in mindShare essential informationEstablish classroom culture

Social Culture of the Classroom

Ideas and methods are valuedStudents choose and share their methodsMistakes are learning sites for everyoneCorrectness resides in mathematical argument

Mathematical Tools as Learning Supports

Meaning for tools must be constructed by each userUsed with purpose – to solve problemsUsed for recording, communicating, and thinking

Equity and AccessibilityTasks are accessible to all studentsEvery student is heardEvery student contributes

These are the wing

shape and color in

mathematics!

Example from Last Month

Read through the feedback statement.

What feedback components do you recognize from our time together last month?If this team came to you looking for revisions, what would you suggest?

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recognition statement

identify an issue

suggested solution

Feedback Statements

Recognition StatementIdentification of IssueState a Suggested Solution

All rooted in dimensions and core features, evidence-based, and student focused.

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Clever Hans

How do we create Clever Hanses in our classrooms?

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Work the Task7

Mom makes small apple tarts, using three-quarters of an apple for each small tart. She

has 20 apples. How many small apple tarts can she make?

Nature of Classroom Tasks

Evaluate the task based on the Mathematical Task Framework and the Dimensions and Core Features that Promote Understanding.

What features of the task allow connections?What mathematical value is inherent in the task?

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Mom makes small apple tarts, using three-quarters of an apple for each small tart. She

has 20 apples. How many small apple tarts can she make?

Role of the Teacher and Social Culture

Read the transcript of the students solving the “apple tart problem”. As you read, consider the Dimensions and Core Features.

What is the role of the teacher during this learning session? What are two things we can learn from Ms. Lombard?

What can you infer about the social culture of the classroom?

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Role of the Teacher

Selecting high-level taskAllow students to work without continual

interruption and interferenceDidn’t undermine the social culture they are

trying to build

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Clever Hans

How do we create Clever Hanses in our classrooms?

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Be Less Helpful12

Be Less Helpful13

Possible Inferences about Social Culture

Ideas and METHODS are valuedStudents choose and SHARE their methodsMISTAKES are learning sites for everyoneCorrectness resides in mathematical

ARGUEMENT

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Summary of our Learning

Tasks predict performance!Give feedback that promotes understanding

The math, task, instruction, assessment Rooted in the Dimensions and Core Features

Less is more

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Reflection

Based on what we’ve covered together the past four months, how can you fold our experiences

and XX into your leadership in mathematics, Instructional Rounds and PLCs?

What additional supports or assistance are still need to make this work thrive in every school

and every classroom?

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