Nate FranzSuperv isor of Mathematics
December 17, 2013
Mathematics Leadership Academy
First Draft Final Draft
Back to Austin2
Targeted and specific
feedback on wing
shape and color.
Promoting Understanding3
Dimensions Core Features
Nature of Classroom TasksMake mathematics problematicConnect with where students areLeave behind something of mathematical value
Role of the TeacherSelect Tasks with goals in mindShare essential informationEstablish classroom culture
Social Culture of the Classroom
Ideas and methods are valuedStudents choose and share their methodsMistakes are learning sites for everyoneCorrectness resides in mathematical argument
Mathematical Tools as Learning Supports
Meaning for tools must be constructed by each userUsed with purpose – to solve problemsUsed for recording, communicating, and thinking
Equity and AccessibilityTasks are accessible to all studentsEvery student is heardEvery student contributes
These are the wing
shape and color in
mathematics!
Example from Last Month
Read through the feedback statement.
What feedback components do you recognize from our time together last month?If this team came to you looking for revisions, what would you suggest?
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recognition statement
identify an issue
suggested solution
Feedback Statements
Recognition StatementIdentification of IssueState a Suggested Solution
All rooted in dimensions and core features, evidence-based, and student focused.
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Clever Hans
How do we create Clever Hanses in our classrooms?
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Work the Task7
Mom makes small apple tarts, using three-quarters of an apple for each small tart. She
has 20 apples. How many small apple tarts can she make?
Nature of Classroom Tasks
Evaluate the task based on the Mathematical Task Framework and the Dimensions and Core Features that Promote Understanding.
What features of the task allow connections?What mathematical value is inherent in the task?
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Mom makes small apple tarts, using three-quarters of an apple for each small tart. She
has 20 apples. How many small apple tarts can she make?
Role of the Teacher and Social Culture
Read the transcript of the students solving the “apple tart problem”. As you read, consider the Dimensions and Core Features.
What is the role of the teacher during this learning session? What are two things we can learn from Ms. Lombard?
What can you infer about the social culture of the classroom?
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Role of the Teacher
Selecting high-level taskAllow students to work without continual
interruption and interferenceDidn’t undermine the social culture they are
trying to build
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Clever Hans
How do we create Clever Hanses in our classrooms?
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Be Less Helpful12
Be Less Helpful13
Possible Inferences about Social Culture
Ideas and METHODS are valuedStudents choose and SHARE their methodsMISTAKES are learning sites for everyoneCorrectness resides in mathematical
ARGUEMENT
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Summary of our Learning
Tasks predict performance!Give feedback that promotes understanding
The math, task, instruction, assessment Rooted in the Dimensions and Core Features
Less is more
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Reflection
Based on what we’ve covered together the past four months, how can you fold our experiences
and XX into your leadership in mathematics, Instructional Rounds and PLCs?
What additional supports or assistance are still need to make this work thrive in every school
and every classroom?
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