A Deeper Look at the Core of Effective Mathematics Teaching: Empowering Students Dr. DeAnn Huinker University of Wisconsin Milwaukee

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1 A Deeper Look at the Core of Effective Mathematics Teaching: Empowering Students Dr. DeAnn Huinker University of Wisconsin Milwaukee Wisconsin Mathematics Council (WMC) Annual Conference Green Lake, Wisconsin ~ May 6, 2016 Dr. DeAnn Huinker, University of Wisconsin-Milwaukee 1

2 What does it mean to be smart in mathematics? Dr. DeAnn Huinker, University of Wisconsin-Milwaukee 2

3 Effective Mathematics Teaching Practices Establish mathematics goals to focus learning. mathematics establishes clear goals for the mathematics that students are learning, situates goals within learning progressions, and uses the goals to guide instructional decisions. Implement tasks that promote reasoning and problem solving. mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies. Use and connect mathematical representations. mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving. Facilitate meaningful mathematical discourse. mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments. Pose purposeful questions. mathematics uses purposeful questions to assess and advance students reasoning and sense making about important mathematical ideas and relationships. Build procedural fluency from conceptual understanding. mathematics builds fluency with procedures on a foundation of conceptual understanding so that students, over time, become skillful in using procedures flexibly as they solve contextual and mathematical problems. Support productive struggle in learning mathematics. mathematics consistently provides students, individually and collectively, with opportunities and supports to engage in productive struggle as they grapple with mathematical ideas and relationships. Elicit and use evidence of student thinking. mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning. National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: NCTM. Writing Team: Steve Leinwand, Daniel J. Brahier, DeAnn Huinker, Robert Q. Berry III, Frederick L. Dillon, Matthew R. Larson, Miriam A. Leiva, W. Gary Martin, and Margaret S. Smith. Dr. DeAnn Huinker, University of Wisconsin-Milwaukee 3

4 Mathematics Teaching Practice Use and Connect Mathematical Representations mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving. Physical Use concrete objects to show, study, act upon, or manipulate mathematical ideas (e.g., cubes, counters, tiles, paper strips). Representational Actions Visual Illustrate, show, or work with mathematical ideas using diagrams, pictures, number lines, graphs, and other math drawings. Contextual Situate mathematical ideas in everyday, real-world, imaginary, or mathematical situations and contexts. Symbolic Record or work with mathematical ideas using numerals, tables, equations, variables, and other symbols. Verbal Use language (words and phrases) to interpret, discuss, define, or describe mathematical ideas, bridging informal and formal mathematical language. National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author. Writing Team: Steve Leinwand, Daniel J. Brahier, DeAnn Huinker, Robert Q. Berry III, Frederick L. Dillon, Matthew R. Larson, Miriam A. Leiva, W. Gary Martin, and Margaret S. Smith Handout developed by DeAnn Huinker, University of Wisconsin-Milwaukee (version ) Dr. DeAnn Huinker, University of Wisconsin-Milwaukee 4

5 Grade 2 Student Work There were 13 children playing on the swings. Some more children joined them. Now there are 21 children on the swings. How many children joined the first group? Student A Student B Student C Student D Student E Student F Dr. DeAnn Huinker, University of Wisconsin-Milwaukee 5

6 Student Actions related to the Effective Mathematics Teaching Practices Math Goals Math Teaching Practice Establish mathematics goals to focus learning. mathematics establishes clear goals for the mathematics that students are learning, situates goals within learning progressions, and uses the goals to guide instructional decisions. What are students doing? q Engaging in discussions of the mathematical purpose and goals related to their current work in the mathematics classroom (e.g., What are we learning? Why are we learning it?) q Using the learning goals to stay focused on their progress in improving their understanding of mathematics content and proficiency in using mathematical practices. q Connecting their current work with the mathematics that they studied previously and seeing where the mathematics is going. q Assessing and monitoring their own understanding and progress toward the mathematics learning goals. Tasks Representations Discourse Implement tasks that promote reasoning and problem solving. mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies. Use and connect mathematical representations. mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving. Facilitate meaningful mathematical discourse. mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments. q Persevering in exploring and reasoning through tasks. q Taking responsibility for making sense of tasks by drawing on and making connections with their prior understanding and ideas. q Using tools and representations as needed to support their thinking and problem solving. q Accepting and expecting that their classmates will use a variety of solution approaches and that they will discuss and justify their strategies to one another. q Using multiple forms of representations to make sense of and understand mathematics. q Describing and justifying their mathematical understanding and reasoning with drawings, diagrams, and other representations. q Making choices about which forms of representations to use as tools for solving problems. q Sketching diagrams to make sense of problem situations. q Contextualizing mathematical ideas by connecting them to realworld situations. q Considering the advantages or suitability of using various representations when solving problems. q Presenting and explaining ideas, reasoning, and representations to one another in pair, small-group, and whole-class discourse. q Listening carefully to and critiquing reasoning of peers, using examples to support or counterexamples to refute arguments. q Seeking to understand approaches used by peers by asking clarifying questions, trying out others strategies, and describing the approaches used by others. q Identifying how different approaches to solving a task are the same and how they are different. Dr. DeAnn Huinker, University of Wisconsin-Milwaukee 6

7 Math Teaching Practice What are students doing? Questions Pose purposeful questions. mathematics uses purposeful questions to assess and advance students reasoning and sense making about important mathematical ideas and relationships. q Expecting to be asked to explain, clarify, and elaborate on their thinking. q Thinking carefully about how to present their responses to questions clearly, without rushing to respond quickly. q Reflecting on and justifying their reasoning, not simply providing answers. q Listening to, commenting on, and questioning the contributions of their classmates. Fluency & Understanding Productive Struggle Evidence Build procedural fluency from conceptual understanding. mathematics builds fluency with procedures on a foundation of conceptual understanding so that students, over time, become skillful in using procedures flexibly as they solve contextual and mathematical problems. Support productive struggle in learning mathematics. mathematics consistently provides students, individually and collectively, with opportunities and supports to engage in productive struggle as they grapple with mathematical ideas and relationships. Elicit and use evidence of student thinking. mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning. q Making sure that they understand and can explain the mathematical basis for the procedures that they are using. q Demonstrating flexible use of strategies and methods while reflecting on which procedures seem to work best for specific types of problems. q Determining whether specific approaches generalize to a broad class of problems. q Striving to use procedures appropriately and efficiently. q Struggling at times with mathematics tasks but knowing that breakthroughs often emerge from confusion and struggle. q Asking questions that are related to the sources of their struggles and will help them make progress in understanding and solving tasks. q Persevering in solving problems and realizing that is acceptable to say, I don t know how to proceed here, but it is not acceptable to give up. q Helping one another without telling their classmates what the answer is or how to solve the problem. q Revealing their mathematical understanding, reasoning, and methods in written work and classroom discourse. q Reflecting on mistakes and misconceptions to improve their mathematical understanding. q Asking questions, responding to, and giving suggestions to support the learning of their classmates. q Assessing and monitoring their own progress toward mathematics learning goals and identifying areas in which they need to improve. Source: National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author. Compiled by DeAnn Huinker, University of Wisconsin-Milwaukee ( ). Dr. DeAnn Huinker, University of Wisconsin-Milwaukee 7