NCSM 2018 Productive Struggle
NCSM 2018 Productive Struggle
NCSM 2018 Productive Struggle
#SlowMath http://bit.ly/NCSM-SlowMathProductiveStruggle
Productive Struggle 3-2-1 Bridge
3 words/thoughts/ideas
Who’s in the Room?
Hattie, J. (2017). Visible learning for mathematics, grades K-12: what works best to optimize student learning. Thousand Oaks, CA: Corwin,
a SAGE Company. (page 113)
Learning Intentions
Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics,
2014. (p. 10) Print.
Support Productive Struggle
in Learning Mathematics
Principles to Actions
Gough, Jill, and Jennifer Wilson. “I can support productive struggle in learning mathematics #NCTMP2A #LL2LU.” Experiments
in Learning by Doing, 27 Mar. 2018, https://jplgough.blog/ll2lu-learning-progressions-smp/ll2lu-learning-progressions-nctmp2a/
Effective teaching of mathematics
consistently provides students,
individually and collectively, with
opportunities and supports to
engage in productive struggle as
they grapple with mathematical
ideas and relationships.
Principles to Actions
Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of
Mathematics, 2014. (p. 30) Print.
It is a cultural revolution against the notion
that faster is always better. The Slow
philosophy is not about doing everything at
a snail’s pace. It’s about seeking to do
everything at the right speed. Savoring the
hours and minutes rather than just counting
them. Doing everything as well as possible,
instead of as fast as possible. It’s about
quality over quantity in everything from
work to food to parenting.
#SlowMath
Norms
SMP 1: I can make sense of problems tasks
and persevere in solving them.
Gough, Jill, and Jennifer Wilson. "#LL2LU Learning Progressions: SMP." Experiments in Learning by Doing or Easing the Hurry Syndrome.
WordPress, 04 Aug. 2014. Web. 11 Mar. 2017. Used with written permission
Norm: I can apply mathematical flexibility to
show what I know more than one way.
Gough, Jill, and Jennifer Wilson. "#LL2LU Learning Progressions: SMP." Experiments in Learning by Doing or Easing the Hurry Syndrome.
WordPress, 04 Aug. 2014. Web. 11 Mar. 2017. Used with written permission
All students need time to think
before responding to a teacher’s
question, talking with a partner, or
following a classmate’s strategy
presented to the whole group.
Grace Kelemanik, Amy Lucenta,
Susan Janssen Creighton
Kelemanik, Grace, Amy Lucenta, Susan Janssen. Creighton, and Magdalene Lampert.Routines for
Reasoning: Fostering the Mathematical Practices in All Students. Portsmouth, NH: Heinemann, 2016. Print.
Let’s Do Some Math
Task
Jim and Jesse each had the same amount of money. Jim
spent $58 to fill the car up with gas for a road-trip. Jesse
spent $37 buying snacks for the trip. Afterward, the ratio
of Jim’s money to Jesse’s money is 1:4. How much money
did each have at first?
22questions
questions
One reason some of them struggle
later on is that they learned to put their
brains on autopilot when the math was
easier for them. They focused on
getting answers rather than making
meaningful math connections.
Mike Flynn
Flynn, Michael, and Deborah Schifter. Beyond Answers: Exploring Mathematical Practices with Young
Children. Portland, ME: Stenhouse, 2017. Print.
“If my math IS correct…”
@MikeFlynn55
Flynn, Michael. "If My Math Is Correct…." Math Leadership Programs. Mount Holyoke College, n.d. Web. 26 May 2017.
Norm: I can make sense of tasks and
persevere in solving them.
Gough, Jill, and Jennifer Wilson. "#LL2LU Learning Progressions: SMP." Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress,
04 Aug. 2014. Web. 11 Mar. 2017. Used with written permission.
“If my math IS correct…”
@MikeFlynn55
Additional
Footage
Flynn, Michael. "If My Math Is Correct…." Math Leadership Programs. Mount Holyoke College, n.d. Web. 26 May 2017.
Ways to Antici[ate
Number String
Imm, Kara Louise., Catherine Twomey. Fosnot, and Willem Uittenbogaard. Minilessons for Operations with Fractions, Decimals, and Percents: A
Yearlong Resource. Portsmouth, NH: Firsthand/Heinemann, 2007. Print.
Number String
Imm, Kara Louise., Catherine Twomey. Fosnot, and Willem Uittenbogaard. Minilessons for Operations with Fractions, Decimals, and Percents: A
Yearlong Resource. Portsmouth, NH: Firsthand/Heinemann, 2007. Print.
Number String
Imm, Kara Louise., Catherine Twomey. Fosnot, and Willem Uittenbogaard. Minilessons for Operations with Fractions, Decimals, and Percents: A
Yearlong Resource. Portsmouth, NH: Firsthand/Heinemann, 2007. Print.
Number String
Imm, Kara Louise., Catherine Twomey. Fosnot, and Willem Uittenbogaard. Minilessons for Operations with Fractions, Decimals, and Percents: A
Yearlong Resource. Portsmouth, NH: Firsthand/Heinemann, 2007. Print.
Number String
Imm, Kara Louise., Catherine Twomey. Fosnot, and Willem Uittenbogaard. Minilessons for Operations with Fractions, Decimals, and Percents: A
Yearlong Resource. Portsmouth, NH: Firsthand/Heinemann, 2007. Print.
Ways to Antici[ate
Building Conceptual
Understanding
this p r oblem in as
Solve
y w a y s a s p os sible.
man
w h at y ou k n ow for
Show
each method.
Jackson, Robyn R. (2010-07-27). How to Support Struggling Students (Mastering the Principles of Great Teaching series)
(Pages 18-19). Association for Supervision & Curriculum Development. Kindle Edition.
Productive Struggle 3-2-1 Bridge
1 metaphor/analogy
Learning Mode Poster
#SlowMath http://bit.ly/NCSM-SlowMathProductiveStruggle