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Online Professional Development Sessions

Children Living in Poverty Can Solve CCSS OA Word Problems
Presented by Karen Fuson

Kindergarten, grade 1, and grade 2 children from backgrounds of poverty and non-native speakers of English can solve the ambitious types of addition and subtraction word problems in the Operations & Algebraic Thinking domain of the Common Core standards. How children represent and solve with math drawings will be discussed and examples will be shown. The learning path for teaching and helpful relationships among the OA CCSS will be described.

To join the meeting when it starts at 9pm Eastern (or RSVP if it's before 9pm), click here.
Last week at Global Math, Gail Burrill shared about Mathematical Practices in AP Calculus. Click here to watch.

It Came From the #MTBoS

Thinking Deeply about Depth of Knowledge

Robert Kaplinsky has been doing great work on depth of knowledge for years now. In short, depth of knowledge is a way of classifying math problems based on the level of thought required to solve them. This post from 2014, in which he shares some wonderful videos of students solving problems at various depths of knowledge, is an excellent summary of the big idea.

Robert isn’t resting on his laurels, though. Instead, he is still thinking deeply about DoK and refining his own understanding of how to evaluate math problems using this framework. In his most recent post, Robert talks about shallowness of knowledge. In other words, what is the least amount of thinking that a student can do to get the right answer? Students tend to initially engage with math problems on a superficial level no matter their depth of knowledge, so it’s important to find problems that can’t be solved on a first pass.

If you’ve ever sat through a PD session on depth of knowledge and had trouble wrapping your head around what it looks like in a classroom, give Robert’s blog a read.

Written by Kent Haines (@KentHaines)

More on Problem Solving

@KentHaines and I are thinking along the same wavelength, problem solving. My focus is the lack thereof. In recent conversations, I have begun to notice more and more, the problem with Common Core is teachers' lack of understanding of the standards’ rationale and of the standards themselves. My point is proven in @JSchwartz10a most recent post. If teachers understood just because a worksheet is stamped with a standard, it does not mean it actually matches the standard.  

Joe referenced another post which speaks to another gross misconception of many teachers. The Common Core works to create multiple entry ways of understanding concepts. Teachers who lack understanding of the rationale turn concept strategies into cumbersome procedures or tricks which undermine the original intent.

Written by Jenise Sexton (@MrsJeniseSexton)

Desmos Does It Again!

I had just come home from giving my second ever teacher-training session on Desmos activity builder when I saw on Twitter that my session was already outdated. We can now add videos to our activities AND multiple choice questions! I loved this article explaining the rationale.  

Doing that teacher-training made me realize it’s been a while since I read any blog posts about the Desmos activity builder, so I went searching for recent ones and found Cathy Yenca’s post about combining Desmos with Nearpod (@mathycathy) and Jennifer Vadnais’s post about ordering fractions (@RilesBlue). Both of these posts talk about using the new teacher tools - another new feature, but I did manage to put that into my presentation - just in the nick of time!

Written by Audrey McLaren (@a_mcsquared)
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