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Edited By Casey McCormick @cmmteach
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Online Professional Development Sessions

How Might Our Beliefs Impact Our Identity as Mathematics Educators?
Presented by:    Megan Holmstrom and Ryan Grady
 
As we engage in professional development with teachers of mathematics teaching & learning, we have found that asking three questions is a crucial place to begin the work with any group. As you think about the teaching and learning teams you are a part of, consider these three questions:
Who are we?
Why are we doing this?
Why are we doing it this this way?
NCTM’s Guiding Principles for School Mathematics states that, “Professionalism [exists] in an excellent mathematics program, [when] educators hold themselves and their colleagues accountable for the mathematical success of every student and for their personal and collective professional growth toward effective teaching and learning of mathematics” (Principles to Actions p.5 - NCTM 2014). How are we holding our collective accountability in shared professional growth?
Join us for discussion and engagement around job-embedded professional learning across PreK-G12 mathematics!

To join this meeting when it starts at 9pm Eastern (or RSVP if it's before 9pm), click here.
Last week,  Anne Agostinelli presented " Making Fluency Meaningful." If you missed it, you can catch the recording here.

The #MTBoS Never Sleeps

Summer Break


This week’s edition will be our final Newsletter for the 2018-19 school year. As we are a teacher driven operation, the Newsletter and Webinars will take a summer break to relax and recharge for another great year ahead. We will be back in August with more great PD and the weekly Newsletter.

We would like to thank everyone who followed along with us this year by participating in the Webinars and reading the Newsletter. We would also like to thank all of our presenters who really brought it this year. Check out all the great stuff that went down this year and catch up with anything you may have missed by clicking here!  And don’t forget about the podcasts!

Lastly, we’d like to acknowledge our amazing team of writers who volunteered their time to bring so much to the Newsletter this year. Thanks to Amber Thienel, Marian Dingle, Erick Lee, Diana McClean, Melvin Peralta, Andrew Stadel, Christelle Rocha, Hema Khodai, Matthew Oldridge, Howie Hua, and Chase Orton. Also thanks to Grace Chen, Becky Bob-Waksberg, and Nadav Ehrenfeld who wrote articles as alternates. These folks make the Newsletter what it is and we feel so fortunate to have had their contributions!

Happy Summer to All!

Heartfelt Thank You

Since this will be my last piece written for this newsletter, I thought it was fitting to thank some folks. Let me begin by extending a thank you to Grace Chen for recommending me and thanks to Nate Goza for taking a chance on a newbie. Thank you to Casey McCormick for the reminders to post and to fellow authors for allowing me to sometimes claim a topic in advance because of my insatiable passion.

I am a teacher, and as such, I see my job as one that brings out the best in my students, by giving each exactly what they need. Often, that has meant providing conditions of being valued, seen, and heard. As a contributing writer this year, my desire was to promote and elevate mathematicians of color. I wanted this newsletter to reflect my Twitter timeline, because the few times I’d read it, it hadn’t. I wanted people to see what I see – that we weren’t an afterthought. That we have always been here, have always belonged, and have always been worthy of respect.

(Photo: Marian Dingle)

 

Again, I thank Nate for being ok with that from the beginning. Sometimes, it was as easy as selecting a few choice tweets of the week. Other times it involved nudging someone to blog about what they already do, sometimes for the first time. Because that is really all it takes – for someone to give you permission to be yourself, to acknowledge that you belong. That belonging is not dependent on being part of the echo chamber; belonging can also mean being truth-tellers, unafraid to say that the emperor has no clothes. I thank them for trusting me to showcase their talent.

Their pieces were fantastic, just as I knew they would be. One of my early mentors told me that educators are identifiers of talent. That has stuck with me. I didn’t need to see past writing samples or see them teach to know these brilliant people had a valuable message to share. And, they certainly didn’t require coaching or mentoring.

Hopefully, you will join me in seeing the following mathematicians of color as the norm:

Lauren Baucom                          Makeda Brome

Theodore Chao                           Kristopher Childs

Rochelle Gutiérrez                      Naomi Jessup

Shelly Jones                                Hema Khodai

Tyrone Martinez-Black                Cristina Paul

Christopher Emdin                      Jenise Sexton

Esther Song                                 Monica Tienda

José Vilson                                  Bobson Wong

 

The above people have been mentioned by me this year, but by no means are these the only voices of mathematicians of color to whom we should listen. They know that content expertise can and should also be married with culturally responsive pedagogy.

I happily pass on the baton to other writers who will continue this work next year. As much as I have enjoyed contributing, it is time for me to put more attention toward other creative pursuits. I end this post with the wish that the voices featured in newsletters be truly representative of the vast talent that exists. My most sincere thanks go to readers who engaged in the ongoing conversations.

Written by Marian Dingle

#MenuMath


A “Math Menu” is a mathematical task recently popularized by Nat Banting. A Math Menu is a collection of 6-10 constraints that appear as an unordered list. Each menu prescribes a type of mathematical object that needs to be designed to satisfy these constraints. That object could be a certain type of function, an expression, a shape, a number, etc.

Below is an example of a math menu for linear relationships created and shared by Amie Albrecht.

 



Nat has recently created a website where he has collected and shared a variety of math menus. They are posted in two places (and in two languages). English versions of these tasks can be found at http://natbanting.com/menu-math/ and French versions (translated by Joce Dagenais) can be found at http://lapageadage.com/menu-math. As more of these tasks are created and shared, these sites will be updated.

Written by Erick Lee 

Playing Math with @SumBoxes


“Children get to play math!”

“Families have access to fun math games that allow children and parents to enjoy math together.”

If that’s not enough reason to check out Sadie Estrella’s recent blog post about SumBoxes, I’m not sure what it would take.

 

Sadie peaked my curiosity about these games you could play with your children or games you could bring into your classroom. I’m all about playing board games with my children and all about students playing games to engage in mathematical thinking. If you happen to check out their games, holler and let me know how it goes. I’m hoping to play a game or two of their this summer with my kiddos!

Happy summer! Peace!

Written by Andrew Stadel 

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