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Chapter 6 – Option 2 (Connection)

02/23/2020 10:21 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?


  • 02/27/2020 8:23 PM | Nicole Gilson
    I received a lot of training in the Reader's/Writer's workshop model in ELA. This idea of "coding" an informational text is very helpful for students be metacognitive learners. I never thought to try this in math - it's something I am very comfortable trying ASAP with students I work with who are either above or below grade level. I really like how Tracy states why she uses these symbols - she states "the assumption is students will be successful with hard work and good strategies" Get rid of the immediate "I can't do this" "I quit" etc. I also was intrigued with how she stated " that problem solving means you read the problem and you either know the answer or you don't". Are there more resources out there to support this? Hmmm
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  • 02/28/2020 1:18 PM | Alison Foley
    I am interested in the margin symbols. I am going to try them out with a group of third graders. We use a "1,2,3,4" system at our school for students to give us feedback of their understanding. We check in with students about their understanding of a concept. A "1" means "I am not there yet. I need more time or help with this." A "2" means "I am getting there. I need some more time or some help with this." A "3" means "I get it. I can do this by myself without help." A "4" means "I am an expert at this. I can teach someone else." The growth mindset is evident in the 1-4 check-in as there is of course the assumption that "students will be successful with hard work and good strategies (p. 131)." I like the margin symbols because it adds specificity on what exactly a student feels that he/she needs to be successful (i.e. time, work with a peer, a break etc.). The key is that the student knows with persistence, help, and/or practice, success will come.
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