Wednesday, October 18, 2017
Community Builder: History of my Name
Eric’s Research Project – Consent Form
Warm-Up: What are your goals and expectations? Explain your interest in participating in this lesson study.
Lesson Study Dates and Schedule
Connecting Classroom Practice to Broader Goals
Notes from our Brainstorm:
Students will…
- see math as something that can help solve problems rather than be a problem in itself
- overcome their fear of numbers so that they can logically and confidently approach mathematical problems
- use personal experience to approach mathematical situations
- understand that math might be difficult but it is still beautiful and doable
- enjoy the experience and gain self-confidence
A challenge versus a problem
- A Challenge
- “This is hard. Yes. Let me test myself”
- takes the onus off of yourself
- approach things as a scientist (comfort with trying and failing) – “Let me see what happens if I do this.”
- If you have some basic information and confidence, you can move forward and try things
- One aspect of seeing a challenge instead of a problem is having a systematic approach
- A Problem
- approach with trepidation
- “My struggle is a personal statement about me”
- Comes with a fear of failure
- Students approach math like they are supposed to get it right the first time
A frightened person is not a thinking person
A comfortable cook does not need a recipe.
Research Lesson Topic
Functions & Algebra through Geometry
- Brainstorm
- What already exists in the Framework?
In preparation for the second meeting, participants read the following chapter as a starting off point for discussions on (1) the connections between patterns and functions, and (2) how to observe and describe student work.
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Patterns and Functions from A Collection of Math Lessons (from Grades 6 Through 8) by Marilyn Burns and Cathy Humphreys
