Math+notes+2010

=Reflections of Freeman=


 * Meaningful Group-work?
 * "Prentice-Hall Geometry" textbook providing video that are watched as homework then discussed/solve problems in premade (randomly chosen using deck of cards) groups, supplemented by lecture if needed (Alan November, Joanne Deek?)
 * Assign roles in group
 * teacher create own videos -- good for absent students, assessment review, in case one doesn't get through all of the material
 * ScreenCast-o-matic.com
 * have students write down "muddy questions" on index cards -- based upon videos, then answered/discussed in class
 * [|Mathematics and Science Teaching Institute (University of Northern Colorado)]
 * "reverse learning"
 * Sites with videos:
 * HippoCampus
 * BrightStorm
 * Khan Academy
 * College Preparatory Math
 * Switching up groups (to get different perspectives), making sure everyone in the group writes up the solution, randomly grading members from groups
 * No homework -- walking around and observing who's doing what as a way to figure out who is catching on (collect homework in spiral notebooks before assessment)
 * Will "less skillful" girls benefit from using videos?
 * Online computer programs that progressed at the pace of the students learning
 * Carnegie Learning
 * Teachers can see the progression of the students via the program


 * How do we increase retention?
 * Observation: Calculator use may decrease skills?


 * Singapore Math as a basis for exercises
 * Mad Math Minute -- a quick, warm-up of basic skills before starting the day's material
 * MOODLE -- like Blackboard, but free, offers ways to produce online assessments
 * Peer mentors/idols
 * What do we do when we inherit weaker students?
 * start with an assessment so we know where each is starting
 * Establish a "Math Lab" for teachers to provide extra help, involve upperclassmen
 * Can we support lower school teachers who may "fear" math?
 * Single teachers teaching all the students at lower levels, so as to not section them by skill level (which may lead to low self-esteem)
 * Weak "mental math" linked to overall lower math skills?

=Thursday Afternoon Session=

Integrated Math Programs?
 * Hockaday is using Holt McDougal. Comes with a transitional packet for students that enter the program between books. Book 1 - 3 would cover Algebra 1, Algebra 2 and Geometry by the end of 9th grade. 10th grade maybe Precalculus, 11th grade Calculus. This opens the door for a lot of senior options.

How can we get more students in to STEM fields?
 * Small liberal arts colleges really do help nurture their students through the STEM fields. Perhaps we could encourage our students to look at these more.
 * Nerds are cool, "Mega-nerds can pay the bills all the time" (Dr. H)
 * Bring your graduates back to talk at assemblies and such to encourage girls and give them information.
 * Text books and images of women in STEM are not glamorous.
 * It is becoming cool at Harpeth Hall (in one group) to be good at math, we want to harness this.
 * One idea is hosting a Career Day. Bring back graduates with cool jobs.
 * Talk up the idea that you don't have to be sitting alone with instruments. Show how these fields relate to things that speak to girls.
 * Engineering is Elementary (from Museum of Science in Boston) - engineering curriculum for elementary school. Perception of engineering as a field is sometimes viewed incorrectly.
 * Another option is to have the students shadow someone and look at their career for a day.
 * Took our students to Google office

How can we bring this to all of our students? Link to a tedx talk: Watch Dan Meyer's TEDxNYED talk: http://www.youtube.com/watch? v=BlvKWEvKSi8
 * Maybe try to apply our every day problems to these fields.
 * We are working to make strong students. But, everything seems to be pointed at high GPAs. But then we have these kids that have never made below an A and they hit a brick wall in college. They aren't used to failing. Maybe they need to fail something. "Blessings of a Skinned Knee."
 * But we want girls to like math, they need to get an A.
 * Approach at Boys School is to beat them down and show them failure in Middle School. Of course these are boys and not girls. We could never do this to the girls. But, there is something to be said for experiencing the failure.
 * There is something that we can do in the classroom to make them realize that it is about the learning process and not the grade.

What makes a girl/female feel confident? Vigor vs. Rigor article: [|Vigor vs. Rigor]
 * Looks?
 * Affirmation?
 * Relationships?
 * I think a girl gains confidence in the struggle along the way. I don't feel good about the easy A, I feel good about the hard fought B. We are doing them a disservice by "giving them an A."
 * Book suggestion: Mindset
 * In the US we have this mindset that you are good in math or not. In other countries they feel that if you work hard enough you can get it if you work on it.

=Friday Morning Session=

I find myself defending the Everyday Math Program. What do I do about this?
 * We supplement to fill in the gaps.
 * The girls really are coming into the higher grades very well prepared.
 * There is a lot of parking lot talk and the gossip between the parents.
 * We do "show the parents" meetings or demos but they are during the day so lots of parents can't come.
 * We have these meetings at night and inform the parents.
 * We do a parents' day 7:45 - 12, kids are out of school. The kids get to rotate through their child's schedule. Then the afternoon is filled with parent conferences. (in September)

How do your math and science classes work together and at what levels?
 * Small schools sometime share the teachers
 * Foxcroft is working on fully integrating.
 * Side Note: ESRI (software behind Google) has stuff for Kindergarten and up.
 * Talked with Math and Science Magnet Programs (Fairfax County): They have a girls' engineering program. They have had great success doing Auto Cad with high school systems. The girls are encouraged by the idea that this could provide them with even a summer job.
 * What a great idea to look at the public schools!

Will we get to a point where we can drop the lines between math a science etc. and just offer STEM 101, STEM 102?
 * But I don't want to lose my Pure Math kids.
 * Did you know that Geometer Sketchpad was written by an English Major?
 * I really do want to drop the "random word problems" and maybe take the problems directly from the science classes.
 * We need to make sure that we are having constructive conversations with the science departments. This can be very territorial. Perhaps a mediator is needed. College counseling, advancement... all of these people offer great perspectives into this conversation.
 * NY Times article (Tuesday October 5th - STEM education has little to with flowers by: Engier)

How do we decide what to cut in order to do more exploration?
 * Maybe we spend too much time on problems that waste so much time and the cumbersome, ridiculously challenging problems.
 * Start conversations with teachers that teach the courses before and after you. It helps give you guidance as to what to leave and what to cut. (Vertical teaming)
 * Benchmarks from [|Project 2061], there are PK - 12 strands.
 * Created a Kick Ass Spreadsheet - where is it introduced, where it is reinforced, where it is mastered.

Do you have crossover teachers?
 * We do but we are losing that option with scheduling issues.
 * If you can't actually cross over you have to have the conversations, but then we are back to the question on time.

One of the buzzwords is Professional Learning Communities (PLCs), is anyone doing that?
 * Some do but it gets rotated with the other mandatory meetings so it gets little attention
 * Computer U: Teachers that are good at certain tech skills teach classes and teachers take them and they have to show proficiency.

How do you deal with systems of equations in math?
 * Perhaps "simultaneous equations" is a better term.
 * Using real world examples is very helpful but it takes more time and energy.

What is your rationale when asked about teaching Algebra?
 * Building blocks to the really fun stuff, Calculus.
 * Leads to creative problem solving and sequential problem solving skills.
 * Need to make the distinction between Algebra and Arithmetic.
 * Interesting TED talk about how we should be gearing our programs focused on Statistics instead or Calculus.
 * Even if you never use it again, you are developing the left side of your brain.
 * The age old question: Why do I need to know this?

What is the one thing that you are going to take away and take back to your school and try the hardest to implement.
 * Reverse Classroom
 * Blended learning
 * Spatial relations
 * Meet more often with Science/Math department
 * canstruction project
 * Make sure that we are more intentional about drawing attention to the spatial things that are already there.
 * Meet with the science department with a facilitator.
 * I am getting a tablet.
 * Tinker stations