ROUNDING UP: SEASON 5 | EPISODE 3

Representations, language, and symbols are all important ingredients in building students' conceptual understanding and fluency. But how can we understand the relationship between those three ingredients? And what happens if we leave any one of them out of the recipe?

In this episode, we explore these questions with Dr. Patrick Sullivan, professor of mathematics at Missouri State University.

BIOGRAPHY

Dr. Patrick Sullivan teaches mathematics content and methods courses for future K–12 teachers at Missouri State University. His work focuses on helping teachers unleash children's mathematical brilliance, particularly in the areas of number, fractions, multiplication, and mathematical reasoning. He has published in the areas of elementary mathematics education, mathematical authority, technology-supported learning, and statistics education.

Dr. Sullivan is the author of See It, Say It, Symbolize It (Solution Tree), which challenges educators to rethink how mathematics is taught and learned. He is also the past president of the Missouri Council of Teachers of Mathematics and the founder and director of the Young Mathematics Teacher Academy, a program designed to encourage and mentor high school students interested in becoming mathematics teachers. Formerly, he served as a school leader and high school mathematics department chair. He has received the Presidential Award for Excellence in Mathematics and Science Teaching and the Missouri Teacher Educator of the Year Award.

RESOURCES

See It, Say It, Symbolize It book

Unleashing Mathematical Brilliance website

CHAPTERS

00:00 - Introduction • Building Mathematical Understanding

00:32 - Grandma Edna's Math Lesson

05:44 - See It, Say It, Symbolize It

09:21 - Concept Images & Fractions

14:07 - Language as the Connector

21:46 - Equal Exchange

26:02 - Making Sense of Symbols

32:51 - Connecting Math Across Grades

37:43 - Wrapping Up

TRANSCRIPT

Click here for a full episode transcript.

ROUNDING UP: SEASON 5 | EPISODE 2

Repositioning the classroom board as a shared space for teachers and students can create opportunities for deeper student learning and have a subtle but significant impact on students' math identities.

In part 2 of this two-part series, Mike talks with Tutita Casa and Katherine Mack from the University of Connecticut about ways teachers can use the board to reflect student reasoning, draw attention to key ideas, and close a lesson without funneling students to a correct answer.

BIOGRAPHIES

Tutita Casa is an associate professor of elementary mathematics education at the Neag School of Education at the University of Connecticut. Her work is aimed at supporting teachers to empower students to grapple with the mathematics and engage with the discipline in ways similar to how mathematicians go about their work.

Katherine Mack is a doctoral student in curriculum and instruction at the University of Connecticut. She examines how elementary teachers can facilitate mathematical discourse by repositioning the instructional board as a space that centers student reasoning and makes it visible.

RESOURCES

Listen to part 1 of the conversation with Tutita and Katherine.

Listen to Tutita's last appearance on the podcast.

TRANSCRIPT

Click here for a full episode transcript.

CHAPTERS

00:00 - Introduction • Exploring Classroom Communication & Board Dynamics

02:35 - The Importance of Anchoring Tasks in Mathematics

04:52 - Understanding Shared Attention & Student Engagement

08:35 - The Role of Bookending in Classroom Discussions

11:31 - Validating Student Ideas & Understanding

13:39 - Creating a Safe Space for Incorrect Ideas

18:26 - Practical Steps for Teachers to Enhance Board Use

22:17 - Wrapping Up • Share Your Thoughts

ROUNDING UP: SEASON 5 | EPISODE 1

Classroom boards have traditionally been a space that belongs to the teacher, even as technology changes. What would it look like to rethink our relationship with the board, repositioning it as a shared space for teachers and students alike?

In part 1 of this two-part series, Mike sits down with Dr. Tutita Casa and Katherine Mack from the University of Connecticut to talk about ways teachers can establish norms and develop practices that make the board a shared space that reflects students' reasoning.

BIOGRAPHIES

Tutita Casa is an associate professor of elementary mathematics education at the Neag School of Education at the University of Connecticut. Her work is aimed at supporting teachers to empower students to grapple with the mathematics and engage with the discipline in ways similar to how mathematicians go about their work.

Katherine Mack is a doctoral student in curriculum and instruction at the University of Connecticut. She examines how elementary teachers can facilitate mathematical discourse by repositioning the instructional board as a space that centers student reasoning and makes it visible.

RESOURCES

Listen to Tutita's last appearance on the podcast.

TRANSCRIPT

Click here for a full episode transcript.

CHAPTERS

00:00 - Introduction • Rethinking the Classroom Board

00:43 - Making the Board Student-Centered

03:40 - Shifting Classroom Norms

08:31 - Capturing Student Reasoning

11:35 - Helping Students Follow the Math Story

14:19 - Using Color & Space for Clarity

18:57 - Adapting Board Work in the Moment

22:14 - Connecting Spoken Language to Written Math

24:51 - Wrapping Up • Part 2 Coming Soon