ROUNDING UP: SEASON 5 | EPISODE 6

Planning and teaching with a curriculum is a challenging process. It requires teachers to understand the relationship between the design of a lesson and the stated learning goal, and to recognize the role individual lessons play in a unit of study. What types of practices and protocols can help teachers navigate this important work?

Joining us to discuss this question are MLC Director of Professional Learning Corey Drake as well as Jamila Riser and Lynsey Gibbons, two of the architects of the Transforming and Understanding Professional Learning (TUPL) project at the University of Delaware.

BIOGRAPHIES

Dr. Lynsey Gibbons is an associate professor specializing in mathematics education at the University of Delaware. Her research focuses on designing for, facilitating, and examining teacher learning; and identifying tools and resources to support instructional leaders and teacher educators.

Dr. Jamila Riser is a mathematics educator, professional learning leader, and researcher with more than 40 years of experience supporting teachers, instructional coaches, administrators, and state leaders in strengthening mathematics teaching and learning.

RESOURCES

The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom book by James W. Stigler & James Hiebert

Discretionary spaces research by Deborah Loewenberg Ball

"Theories of Action Needed to Guide Emerging Models for Professional Learning" journal article by Lynsey K. Gibbons, James Hiebert, and Kelly McKie

The NTCM article Lynsey Gibbons mentioned is in press; the link will be added here once it is available. To be informed when the article is published, email podcast@mathlearningcenter.org.

CHAPTERS

00:00 - Introduction • The TUPL Project

02:37 - High-Quality Instructional Materials & Preservice Teachers

07:12 - Critical Moments & Learning Goals

16:06 - What Planning for Critical Moments Looks & Sounds Like

20:49 - Collaboratively Determining Learning Goals & Next Steps

27:47 - Pacing & Discretionary Spaces

33:31 - Resources, Protocols & Questions to Consider

42:14 - Wrapping Up: Engage with Rounding Up

TRANSCRIPT

Click here for a full episode transcript.

Instructional Routines That Support Mathematics Identity Development with Dr. Fawnda Norman

ROUNDING UP: SEASON 5 | EPISODE 5

Supporting students' math identity has become a priority for many elementary mathematics teachers. But recognizing the importance of helping students build a positive math identity is not the same as knowing how to make that happen on a day-to-day basis. During this episode, we'll talk with Fawnda Norman from the University of Wisconsin-Oshkosh about the ways educators can integrate identity-supporting practices into daily math routines.

Bio:

Dr. Fawnda Norman is an assistant professor of mathematics education at the University of Wisconsin-Oshkosh. She teaches elementary and secondary mathematics methods and action research courses. Her teaching emphasizes culturally responsive mathematics instruction, integrating practices that provide students with multiple ways to access, represent, and engage with mathematical concepts. She prepares future teachers to create safe, inclusive, and equitable learning environments for all students. Her central focus with preservice teachers is mathematics identity development. She designs opportunities for teachers to critically reflect on their own experiences as mathematics learners and examine how those experiences shape their emerging teacher identities. To support positive mathematics identity development in K–12 classrooms, Dr. Norman has developed five classroom routines that help students see themselves as capable and valued mathematics learners.

Resources:

WISE Learn website
Full episode transcript

Chapters:

00:00 - Introduction • Building Math Identity in Students
07:23 - Notice and Wonder & Worked Examples
14:48 - Exploring Worked Examples
18:04 - Understanding Worked Examples
23:21 - Wrapping Up • Engage with Rounding Up

ROUNDING UP: SEASON 5 | EPISODE 4

Recently, there's been a great deal of debate around the role digital manipulatives should play in an elementary math classroom. In this episode, we'll talk with Patrick Vennebush and Natalie Crist about the role physical and digital manipulatives can play in a classroom. We'll try to clarify the opportunities, the limitations, and the questions teachers should ask themselves when they consider using these powerful tools.

BIOGRAPHIES

Patrick Vennebush is the chief learning officer at The Math Learning Center, where he manages the development curriculum products and professional learning services, including the newly released Math MultiApp by MLC.

Natalie Crist is the director of content development at The Math Learning Center, where she leads the development of curriculum products, including Bridges in Mathematics. In addition to her work for MLC, Natalie is an adjunct faculty member at Towson University and McDaniel College.

RESOURCES

Math MultiApp by MLC app

"Meet the Math MultiApp by MLC: All Your Math Tools in One Place" webinar

"The Benefits of Virtual Manipulatives" article

CHAPTERS

00:00 - The Role of Manipulatives in Math Education

02:27 - Physical vs. Digital Manipulatives

05:40 - Benefits of Physical Manipulatives

10:05 - Exploring Digital Materials

14:13 - Limitations of Manipulatives

21:36 - Choosing the Right Manipulative

24:46 - Planning for Effective Instruction

27:58 - Introducing the Math MultiApp

32:19 - Accessing the Math MultiApp

TRANSCRIPT

Click here for a full episode transcript.