10 Takeaways from NCTM

In the process of reflecting/blogging on Days 2 and 3 of NCTM, but here are 10 takeaways from NCTM (in no particular order and horribly paraphrased):

  1. Mathematics is plural. Even if that takes away from the 140 character limit.
  2. The term “English Language Learners privileges” the dominant language (and let’s be real, English is pretty messed up). Give props to emergent bilinguals, trilinguals, quadrilinguals…
  3. How do I convince my kiddos that they belong in a math class? However you feel about Jo Boaler and Railside, that school’s alumni can reflect and expound on their mathematics experiences. That feeling of belonging and mathematics learning is real.
  4. How can I protect and nurture my kiddos’ brains? Especially in a city that is as divided and inequitable as San Francisco and with students arriving from the violence and malnutrition of countries like El Salvador, Honduras and Guatemala.
  5. Talk less. If a kiddo can say it or show it, I shouldn’t be saying it or showing it.

  6. If a kiddo can ask about it or argue about it, it is real enough.

  7. Ethnomathematics: How do I take the countries my kiddos come from (El Salvador, Honduras, Guatemala, Mexico, China, Yemen, Russia, Palestine) and look for examples of math there?

  8. I lurk too much on Twitter. Just follow the people already.

  9. Reminder: I need to tell the story right. I need to look back at the standards.

  10. Reminder: There are more ways for families to support their kiddos than just homework support and back to school night.

3 Takeaways: NCTM, Day 1

Spending the last part of the week at the National Council of Teachers of Mathematics (NCTM).

3 Takeaways:

  1. Rochelle Gutièrrez‘s talk on Mathematics Teaching as Subversive Activity: I’m thinking about how mathematics affects student’s identity and the idea that mathematical ability is a perception but the trauma and status it affects are very real. Also, language-wise, I’m trying to get myself to say “emergent bilinguals (or trilinguals!)” and “mathematics” rather than “math” (I can’t quite say “maths” naturally yet). I think of Emilio, one of our kiddos who left school this year. I didn’t fully realize it, but English was actually his third language – he primarily spoke Mam, a Guatemalan indigenous language and learned quite a bit of Spanish in his time at our school. The idea of Emilio framed as an emergent trilingual sounds much more glorious than Emilio as a struggling student.
  2. The “Lessons from our Students: Stories From Railside High” alumni panel was AMAZING. I’ve heard so much about this school where Complex Instruction (challenging, structured groupwork with attention to student status) brought huge cultural and academic changes to the math department before it was crushed by district testing needs. But this was the first time I’d actually met any of the students. And it was AMAZING. They were all able to speak eloquently and thoughtfully about their experiences (one even brought all of her old math notes). It was also fascinating to see at least 3 of them involved in various aspects of education – policy, teaching and administration and to know that the experience they had their has really left a lasting impact. I only hope that my kiddos might be able to fully reflect on their mathematical experiences in such a similar way. (I also realized that many people might doubt Railside High as it is a pseudonym and therefore not Google-able.)
  3. I somewhat arbitrarily went to Mardi Gale’s “Algebra Intervention, Rigor, Problem Solving, and CCSM” as our school is struggling to raise scores on the mathematics SBAC. This talk got me thinking about how important it is to have multiple representations (which I try to think about often, but often drops off as the year wears on) and make explicit connections to prior knowledge. This feels especially important for supporting our kiddos who have interrupted formal education or had less rigorous schooling.
  4. The “Improving Student Outcomes through Family and Community Engagement” session by the Alameda County Office of Education is pushing me to think about what parent engagement can look like at home (rather than Back to School Night or homework help, as it is often envisioned). I’ve been putting off doing a survey of students about their home lives and should probably just do it.

Day 2, here we come.

Day 136: The One with the Quadratic Root Word Problems


Finishing off the week with some word problems. Our structure here is to have students read and translate word problems, work together to solve them, then do a write up on it. Aiming to build up English development and metacognitive skills.

Quadratic Root Word Problems

This problem was tough! Many groups spent the whole time working on the one problem. Even though we gave them the equation in factored form (which basically shows them the x-intercepts that they need to solve the problem), kiddos weren’t sure what to do. Current theory is that we spent so much time on using diamonds and rectangles to factor that students forgot why we were factoring (we talked about factored form about a week ago and then deviated. And I was gone for a while, too).

At any rate, kiddos did work together and there were some good strategies with lots of prodding (make a table, etc). It was also fascinating to see them work on the write up – even groups that struggled for the whole period got right to work on the write up. Hooray for repeated structures? We’ll see how much they retain for our first day back on Monday.