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Becoming the Math Teacher You Wish You'd Had Book Study:

PROMPTS AND RESPONSES


Book Study restarting late October, 2020




Becoming the Math Teacher You Wish You'd Had



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Instructions: 



[Please register before responding to the prompts below.]

Please read the prompts for each chapter and add your thoughts and comments below. Please keep your entries professional and respectful.


Use the reply option if you have a question or comment on someone else's post. We can make this an interactive space - an ongoing conversation - and get the most out of our learning together.


Starting October 30, each Friday, we will post prompts for that week’s chapter.  It's okay to go back to previous weeks if you fall behind. 

Book Study Prompts and Responses:

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  • 11/16/2020 4:14 PM | Karen Campe

    Try one of these strategies in your classroom and tell us how it went. (Of course, try it yourself first to anticipate student responses and questions they might generate.) Please specify if you are teaching face-to-face, online, or other hybrid scenario.

                A. 101 Questions https://www.101qs.com/

                B. Notice and Wonder https://www.nctm.org/mathforum/

                C. Problem posing with data (like the fish scenario on pages 145-147)
    [Additional info/links at http://tjzager.com/book/chapter-7-mathematicians-ask-questions/]

  • 11/16/2020 4:12 PM | Karen Campe

    Comment on one of the instructional strategies from the chapter OR a detail from the classroom vignette that you find thought-provoking.

  • 10/31/2020 5:59 PM | Karen Campe

    On pages 131-133, Tracy discusses her use of margin symbols for students to communicate their progress in problem solving. What approaches have you used to get feedback from your students about their level of understanding (either in F2F or online teaching)? 

  • 10/31/2020 5:56 PM | Karen Campe

    Choose something from this chapter’s reading that resonated with you and share your thoughts.

  • 10/24/2020 3:00 PM | Karen Campe

    We will re-start our discussion at the end of October with Chapter 6. In the meantime, WELCOME!

    Please respond to this prompt with your name, city, & grade level or position. Also tell us:

    --1 thing you are finding challenging these days
    --1 good thing you are feeling grateful for these days

  • 03/27/2020 8:28 PM | Anonymous member (Administrator)

    We are pausing the book study at this time so everyone can focus on the shift to online instruction.  The book study will be restarted in September.  Be well and stay safe, everyone!

  • 03/11/2020 8:45 AM | Karen Campe

    Try one of these strategies in your classroom and tell us how it went. (Of course, try it yourself first to anticipate student responses and questions they might generate.)

                A. 101 Questions https://www.101qs.com/

                B. Notice and Wonder https://www.nctm.org/mathforum/

                C. Problem posing with data (like the fish scenario on pages 145-147)
    [Additional info/links at http://tjzager.com/book/chapter-7-mathematicians-ask-questions/]

  • 03/11/2020 8:44 AM | Karen Campe

    In your current teaching setting, how often do your students have opportunities to pose mathematical questions or share mathematical wonderings? What is one small step you want to take to promote this?

     

  • 03/11/2020 8:43 AM | Karen Campe
    Comment on one of the instructional strategies from the chapter OR a detail from the classroom vignette that you find thought-provoking.
  • 02/23/2020 10:21 PM | Karen Campe

    Choose one problem from your current curriculum and make it over using the suggestions in this chapter.  Try it with your students and let us know how it goes.


    In your comments, please remind us of your grade level.  Also, upload any images you’d like to reference in your post to this google drive shared folder, since we can’t add images to posts at this time: (or email to atomicbookclub@gmail.com)

    https://drive.google.com/drive/folders/1h219olBAoIvSkCFOnCiAkUEjqUhxyt29?usp=sharing


    [Variations: (1) If you teach more than one section of the same content, use the original problem in one section and the revised problem in the other. (2) If you have a willing colleague, work together to revise the problem and compare notes after each of you teach it.]

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The ATOMIC Mission is to ensure that every Connecticut student receives world-class education in mathematics by providing vision, leadership and support to the K-16 mathematics community and by providing every teacher of mathematics the opportunity to grow professionally.

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