In the analogy of building a student centered math class is just like a house, we are in step 2- the structure. When you’re building a house first you need a solid foundation. In this case, it is your math vision established through reflection on math stories and mindset. Next, is the structure! Every good house has solid joists, plumbing, electric and other structures that make the house live-able. In our math house we need routines to make our home function.

Why are we Teaching Classroom Routines?

When we are teaching classroom routines we allow our students to know exactly what we expect of them in that moment. This creates a sense of safety. Students can confidently carry out the tasks without help from adults, they know what to do! In fact, it allows students to take ownership over the classroom and let’s them lead!  Your classroom routines need to be so clear that students don’t have to rely on you to execute most of the class. Instead, they simply carry out the routines you taught them!

Routines allow students to feel safe because they know exactly what to expect each day. Safety breeds belonging. When students feel like they belong and confidence in what to do in the classroom… then that they are more willing to participate, take risks, and share their thinking! And isn’t THAT what we’re going for in math class?

How do we teach classroom routines?

My 3 step process:

Step 1: Think each classroom routine through completely

Step 2: Teach, Model, Demonstrate, Explain

Step 3: Practice, Reflect, Revise, Repeat

Here’s an example of Teaching Classroom Routines

Greeting & Entering the Classroom Routine

Step 1- Here is the routine completely typed out (and I’m still probably missing things).

• Wait in line- straight, still, quiet.
• Greet teacher with a handshake & verbal greeting
  • firm, eye contact, pleasant face, speak up
• Shake TA’s hand (standing inside or near closet) with same criteria as above
• Hang up your coat & backpack on your hook.
  (We have a coat closet not lockers, so adjust to fit your needs!)
  • Go straight in and straight out.
  • Hang your backpack up, unzip, unpack, re-zip
• Go directly to your seat using the shortest path possible.
• Place your materials on your desk.
• Read the morning message.

Step 2- Teaching the Classroom Routines using Modeling, Demonstration, & Explanation

On the very first day we will go back out into the hallway and practice! I’ll have everyone sit in the hallway while I model what this will look like (silly & dramatically, but also serious). Then, we will line up like it’s the beginning of the day and walk through the whole routine.

Step 3- Next, I’ll ask students to reflect.

“What did we nail and do really well? What could we improve?” I also like to call this ” a glow & a grow”. We name one thing we did well (a glow) and one part we need to grow in!
Then, we might even try part of it again. “I’m going to give you another chance to nail going into the coat closet and coming out without chaos!!”

If you need even more support with teaching routines, check out the guru, Harry Wong.

Next Steps for Teaching Classroom Routines

So, are you ready to get this party started? I know you are! No matter the time of year, year of teaching, or current catastrophe… YOU GOT THIS! I created a routine list to get you started. Use this to start and then add to it. Think of ALL the routines you’ll need to teach your students and add them on.

Remember, think through any part of the day that you want your students to be able to do something (real

ly anything) without having to give directions. You could also consider times of day that tend to be chaotic or challenging. These times also need some routines. Break them down into small bits and try to think of every single element of the task.

Download your copy here!

If questions come up… as always, reach out! I’m happy to help! locallearnersandco@gmail.com

Free Ebook to help you create a Student Centered Math Classroom

More resources for you!

Teaching Math Growth Mindset is essential to establishing a solid my classroom culture. Check out this post to get started!

You might also be interested in reading about how I use mistakes in my math classroom!

You also MUST check out this post from my friend Teaching with Kaylee B  about 9 Classroom Routines & Procedures 

The post 3 Simple Steps to Teaching Classroom Routines in Math appeared first on Mona Math.

Reflecting on our math stories can help us analyze how we got to where we are in math. Our past experiences, current mindset about teaching are all part of our math stories.

Our Math Stories: Past, Present, & Future

Let’s start by reflecting on where’ve we’ve been, our past. What memories do you have of math class? What happened in math class that helped you learn or what caused you to not understand math? These experiences are so essential to understanding our own journey and translating that into how we show up in our math classrooms today.

How are our math stories formed?

Take a look at this quote about teachers, and all adults in America. The education system we graduated from taught us math in ways that in most cases were damaging. Rarely did we engage in discourse, sense making tasks, or grapple with complex problems. We learned rules, were timed, and pressured to perform calculations error free. Few of us grew up solving real world problems that allowed us to apply math to our everyday lives.

Quote from Why Do Americans Stink at Math? by Elizabeth Green

We know our system is flawed and progress has been made in the past decades toward change. I’m curious to know what you are working to change about the education system or your opinions on what needs to change. I’d love for you to leave a comment below with your thoughts!

In NCTM’s book Principles to Action they start off with noting the progress made and celebrate. Some notable points include, The percentage of 8th graders scoring proficient or above on the NAEP rose from 15% in 1990 to 36% in 2013. On the same test fourth graders proficient or above scores rose from 13% in 1990 to 42% in 2013. However, as noted in Principles to Actions, these are impressive increase due to the hard work of educators in the United States, but when compared to more diverse range of test takers we are far from where we need to be.

If you’re looking to create a student centered math classroom, then you need this free ebook!

5 easy steps to start your student centered classroom. Click the image below to grab your copy!

How do our Math Stories show up in our teaching?

Let’s take a look at how our math experiences (aka math stories) translate into our teaching careers.

Quote from Why Do Americans Stink at Math? by Elizabeth Green

This quote accurately describes a big part of my own math story. You see, when I started teaching math to 1st & 2nd graders I brought along all the misconceptions and lies I had been told about my math capabilities. I was told how good of a reader and writer I was through out school. I quickly learned that my talking and questioning that was welcomed in social studies class had no place in math. I wasn’t fast at my multiplication facts and still used my “count by songs” to solve 7 x 8, even on my first day of teaching. I wasn’t a math person, I was a reading and history person. To top it off, I was completely at peace with that. So, when I went to teach math I didn’t have the same sparkle I had with reading. I used the curriculum. I taught the script and walked my students through completing the worksheets. It was working for me… but not my students.

You can read more about my teaching journey with math here. 

Changing Math Without Addressing our Math Stories

Here’s the deal, we know that we are coming out of a broken system. Thanks in large part to the work of NCTM and the researchers we have guidance on how to develop math classrooms that strive for sense making and conceptual understanding. We are seeing shifts in curriculum and we’re submerged into this “NEW” way of teaching. However, the oversight in these shifts was the teachers. Yes, we have professional developments and trainings, but they often focus on the program or curriculum and little on addressing the fact that this is new math to us, too.

So, what was learning math like for you?

In research from Rachel McAnallen (2010) she found that 33% of elementary teachers report having math anxiety. They describe the anxiety stemming from traumatic memories such as…

• timed tests – feeling nervous and sweating
• teachers expecting them to solve at the board and being unable to do it correctly and getting ridiculed.
• getting big red Xs on all of their math papers & never remember actually getting any help to understand.

What would you add to this list?

For me it was the pages and pages of math problems that I had no idea how to do. So, I would flip back in the text book and find the example and just copy it subbing out the numbers from the problem.

How do our math stories play out in our classrooms?

We know, as the above quote illustrated, that how we were taught is what we default to when we teach. I urge you to reflect on the practices in your classroom and consider how those practices are writing your students’ math stories.

As you plan for next year consider…

What is your math mindset?

What is your math vision for your classroom?

What is a mathematician in your class? (What do they do? say? feel?)

Implement a Student Centered Math Classroom!! Get started now with this free ebook! http://www.locallearnersandco.com/ebook

Maybe you’re ready to make some changes?

Releasing in May of 2020 is a new pd series just for you! We will take the math stories to a new level, diving into our students’ math stories & use them to create a vision for math in our classrooms. This training addresses strategies to develop mathematicians that are empowered and engaged. I would LOVE for you to join this work!

You’ll walk away with 3 ready to use activities with your students, a fresh mindset, and inspired to inspire your students to love and understand math!

In fact, it’s a 3 part series!

I’d love to have you on the wait list for this series. I know it is going to bring value and clarity you’ve been looking for as a math teacher.

Part 1: Mind over Matter

Part 2: Creating a Community

Part 3: Strong Start: A step-by-step guide to your first 4 weeks of student centered math!

Join the waitlist! 

The post Math Stories: Using Our Pasts to Empower Students appeared first on Mona Math.

Why Math Discussions?

If you haven’t read 5 Practices for Orchestrating Productive Mathematics Discussions you need to. This is basically the mecca of math discussions. Published by NCTM in 2018 it addresses how you can implement math discussions in your classroom.

So, let’s chat about why we need math discussions? Read this quote below about how globalization has changed the demands on the types of thinkers we need in the job force.

The thing is jobs used to allow for people to use basic skills, but now in today’s world we need critical thinkers. We need our students to be able to think, reason, and problem solve. Especially, as the quote says, girls and minorities. So, I ask you…

What opportunities are you giving your students to develop these critical skills needed to be successful in today’s world?

How do you support and engage your students in opportunities to engage with complex problems?

So, now let’s get clear on what we want our students to be able to do. What does it actually look like in a student? Read the quote below.

We want our students to be able to explain and justify with evidence their math thinking! We want them to be able to reason through their ideas and the ideas of their peers. In addition, we want our students to be able to provide evidence and rationale for their math ideas that demonstrates their deep understanding of mathematics. Friends, this can happen… in fact it can all happen through math discussions.

What do you mean ALL Learners Engaged in Math Discussions?

But first, I just want to clarify what I mean by all learners. I mean…

ALL LEARNERS

I’m not trying to be dramatic… okay, maybe a little. But I’m serious, we have to believe that every single child can achieve, be engaged and understand deeply. So, yes. Your learners that are shy, energetic, resistant to math, those that learn differently or take longer to process. Every single learner can be engaged in math discussions.

Engage Every Learning in your Student Centered Math Class with this Ebook!

You can get a head start by downloading my free ebook on the 5 Steps to a Student Centered Math Classroom. Grab it by clicking the picture below!!

5 Tips forEngage All Learners in Math Discussions

#1 Choose a worthy Math Task for Math Discussions

In order to engage your students in a math discussion they need something to talk about. We know there are a few kids in our class who could carry on a discussion about anything. However, we want to use this math discussion to move their understanding of math concepts forward. So that means we must choose a worthy math task. One that has a “low floor’ meaning it allows for students to access the problem with a simple first step. Then, a “high ceiling” in which all learners are challenged within the task. Low Floor High Ceiling tasks are open in nature which allow students to approach problem solving in any way that makes sense to them. If you want to know more about the research of low floor, high ceiling tasks this video from Jo Boaler is helpful.  Find out more about my favorite math task- Problem of the Day at on this post. 

#2 Turn & Talks Engage Students in Math Discussions

Using turn and talks are a great way to get students talking in math discussions.  I suggest using a turn & talk at the beginning of the math discussion to engage every student. It might go something like this…

• a few students share their work from the task.
• ask students to turn and talk about the strategies and models.
• come back together and ask partnerships to share what they talked about to get the discussion rolling.

Be sure to set up clear expectations and procedures for your turn and talks. You don’t want to loose valuable minutes managing student behavior during the turn and talk.  So spend the time at the beginning laying the foundation of a solid procedure & expectations. Then, practice! I like to turn and talk to get to know each other first to practice our procedures and meeting expectations!

#3 Use Opened Ended Prompts to Engage All Learners in Math Discussions

I always start our math discussion off with an open ended question. I LOVE “What do you notice?” or “What do you wonder?” These open ended questions allow students to drive the thinking and discussion. This is also a great prompt to give students for a turn and talk. Be sure you listen closely as students share what they notice. This is the perfect time to do a quick check for understanding and decide the direction you’ll take the math discussion.

#4 Accept All Answers in Math Discussions

Students are often nervous about what to say or how to say it in math discussions. I urge you to accept all answers in math discussions. That will allow students to see that it is safe to share a response that is incorrect. If students are discussing flawed reasoning or a misconception point them to the models to use evidence to explain & ask then to clarify their thinking. It is important that the job of reasoning and explaining stays on the students.

#5 Give Students a Way to Opt-Out in Math Discussions

As you continue to build your students ability to participate in math discussions it is important you give them

a way to opt-out. It is so important we teach students real world skills, and the truth is sometimes you’re not ready to share. I like to make an anchor chart of a few phrases students can use if they aren’t ready to participate. It usually includes, “I need another minute to think.” “Could I get some help please?” “Could you come back to me please?” This allows the classmates to jump in and help and the door open for us to come back to the student.

I do want to note it is important this is not interpreted as lowering the expectations for students, but instead accommodating students until they are ready. I continue to encourage students to participate and remind them participating is the best way to learn. We discuss our expectations for discussions every time we start, so students know they are expected to participate. This approach of allowing students to “opt out” helps build community and develop a sense of belonging in the students. It is my hope they know that we want them to participate when they are ready and there are supports in place to help them become ready.

Looking for other Discussion Resources?

Here is a blog post on discussion stems. 

Check out this blog post about 3 number talk ideas to improve your students’ fact fluency!

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The Math Teacher Collaborative

Are you looking for a community of like minded teachers to collaborate with? We have a weekly live training and opportunities for Q&A! You must join us if you’re looking to deepen your practice as a math educator and collaborate with some other amazing folks. I hope to see you there.

Reach All Learners in your Student Centered Classroom with this Ebook!

Downloading my free ebook on the 5 Steps to a Student Centered Math Classroom. Grab it by clicking the picture below!!

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In my classroom Problem of the Day for math is an instructional routine that helps students achieve deeper learning through inquiry and exploration of mathematical ideas. Okay, so real talk– it’s a routine we use everyday so kids can THINK deeply about math. The routine is simple, but the potential is insurmountable.

Problem of the Day is based on the research of Cognitively Guided Instruction (CGI). CGI is a student-centered approach to teaching math. It is based on the assumption that children already have a lot of intuitive number sense & problem solving capabilities. This approach is responsive to students through listening closely to their thinking, asking questions, and engaging them in sharing their thinking with peers. The goal is always deeper learning through expanding their mathematical understandings. 

Well, to be honest with you it took me a while to be convinced to give Problem of the Day a try. It went against everything I had previously done in math– one problem vs. multiple practice problems, a lot of time for students to talk (even if they are wrong), not directly teaching students how to solve. However, once I finally took the leap of faith and tried Problem of the Day I almost immediately noticed a change in my students. Students were engaged, excited, and willing to participate. Math quickly became everyone’s favorite part of the day. 

In my second year of implementing Problem of the Day my students made 2 and 3 years worth of gains in their math scores on the standardized test. Nothing beats the smiles on faces of kids that just surpassed a growth goal in June they had no hope of meeting in August. Disclaimer- standardized tests are not the only way (or even the main way) I help students track their growth. Almost every year my students are so validated as they click through the test questions with confidence that they can solve any and every problem. 

The post Increase Engagement with Problem of the Day for Math appeared first on Mona Math.

If you asked your students to name a Black Mathematician, could they?

There is a serious issue happening in our students from underrepresented groups… they don’t see themselves as mathematicians. I believe that is due in part to the fact that we don’t teach them about mathematicians that look like them. I mean, do we even teach about mathematicians?
So, I’m on a mission to ensure my students find role models in math, people that can inspire them to think critically and set goals to reach high in math.

So, we are going to start with 7 powerhouse Black Mathematicians. One that is a football player, another that loves to tinker from an early age, and another that invented water gun. These mathematicians’ stories broke glass ceilings of gaining the first PhD in mathematics, worked on space ships, and trail blazed at NASA. Find out all about each of them here!

Why teach Black History Figures?

If you’re here you likely already believe that teaching & celebrating Black History is important. Maybe you’re wondering why your students need to know about these Black Leaders in math.

First, Black History is OUR history. Black History should be taught in all subjects and in all parts of the day. Add in an extra recognition and celebration in February.

Second, celebrate Black Greatness and Excellence as part of teaching Black History. I believe that looks like sharing influential and inspiring leaders from all professions and disciples. Too often our students don’t see themselves represented in the STEM field.

It is my goal that my students both see themselves and people that are different than them represented in all the parts of my class. So, I incorporate Black History Figures from the field of math into our celebrations and studies.

What is a Mathematician?

Have you asked them what they think a mathematician looks like? In my experience, students often don’t have a clear definition for what a mathematician is or even a vision of what they look like.

Here’s what I do: (you can read more about this lesson here)
I ask students to reflect on what they think a mathematician is by drawing a picture (see photo above). Then we start to make a list or web of all the things we think a mathematician does. At some point we arrive at the fact that WE ARE ALL mathematicians and add the things we do in class to the web. We go back to our drawings and add pictures of ourselves.
After this lesson we start getting to know mathematicians by reading their inspiring words through these quote posters.

Why teach Black History Figures in Math?

You see, I don’t just teach math. I teach little people. I’m on a mission to ensure those little people leave my class not only as mathematicians, but as good people. I want my students to live in a world, to MAKE A WORLD, where every person is represented. So, in math we all belong… and one way I create that sense of belonging is being sure to include texts, tasks, and quotes that represent all folks.

How can you teach Black History Figures in Math?

I have 3 suggestions for how you can teach and celebrate Black History Leaders this month and hopefully all year.

#1 Start your Class with a Black History Figure’s Quote

I use these slides to start every math class. These reflection quote slides provide opportunities for my students to reflect on Black History Figure’s inspiring words. Through these reflections students start to develop their math identity. I believe that if we are not teaching students the character traits and mindsets to do the work of the real world, then we aren’t preparing them. I have witnessed in my own classroom the power of taking time to reflect, discuss, and goal set. So, I suggest investing the time to allow students to reflect and in turn gain so many valuable experiences and skills.

#2 Black Leaders in History Biography Project 

Create a biography project that allows your students to synthesize the information from their research a Black History Leader in Math. Ask students to start their research by reading one of these biographies (found here). The accompanying graphic organizers can help students gather information to use in the creation of their final product.  Students could find an online source and read additional texts to support these articles. I like to have my students think about which Black Leader in math inspired and empowered them with this project. Then, have students share their completed biography project in a sharing party where students present their Black History Figure and learn from one another.

#3 Use the Book “Women Who Count: Honoring African American Women Mathematicians”

This book is a treasure trove of information and fun activities that help students connect to female Black History Leaders in math. If your students are studying Black Mathematicians this is a must have book. It is a great companion to these mini book or one page close reading biographies. You’ll find the word searches, puzzles, and games a fun addition to the biographies inside the book. I discovered many new women mathematicians while reading this book. Be sure to get a copy because I have a feeling it will be one you’ll reach for often.

Check out this blog post for more information about helping your students feel seen & represented in math class.

Want to know more about how you can create a math classroom where students are empowered to love and understand math? You need the Guide to Engaging Math Discussions Grab it for free right here. 

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What are math norms?

Math norms are an agreement that everyone in the math classroom community agrees to follow. Norms in math are short, easy to remember statements that clearly express the expectations for the math classroom. These clear expectations help students know what to expect and help them hold themselves accountable. In addition, it helps you build a safe and supportive classroom community.

Why use math norms?

Math Norms help create a positive math classroom community. Norms in math create a clear, consistent and positive expectations for students. This allows students to know exactly what is expected of them and their peers in math class.

In math, we all must actively work to create a growth mindset to change any negative thinking from past experience. Many students (and teachers) enter math class uncomfortable with math. By using math norms we can help students feel safe to take risks and ask for help.

How can I start using math norms?

Decide which norms are appropriate for your classroom. Consider what behaviors or thoughts students are currently demonstrating that you would like to change. You might also consider the Math Vision you have for your classroom. What do you want for your math classroom and how can you write short, positive, student friendly statements to achieve that vision?

Once you have an idea of 7-10 norms you would like for your math classroom, you’re ready to start a conversation with your students.

Start with, “What do you want this math class to be?
What do you want it to look like, sounds like, feel like?”

In small groups or partnerships, ask students to work together to create a list. Then, have each group share their ideas with the whole class. Once you have compiled all the ideas, ask students to notice similarities. Then collapse those similarities into agreements or “math norms” based on their desires for math class. The age of your students will determine how much you will need to lead this conversation with prompts vs. letting the students work collaboratively to create.

Finally, ask students to submit their suggestions for math norms. Review the suggested norms and then present the final list to students.

Most likely, they thought of the 7-10 norms you were hoping for! If not, guide the conversation by suggesting or saying, “I hear you want people to take turns talking and be nice when in groups. I wonder if we could call that ‘collaborate’. Have you heard of that word?”
Including students in the process of norm creation allows students to have investment. With investment there is more cooperation and your norms will be more successful.

Using math norms for classroom management

Math norms will improve your classroom management. As you are forming your norms consider what behaviors you’d like to change. Such as, calling out or students being off task. Then, form norms that will address these problematic behaviors. Most likely, students don’t like those things either.

For example, “Tackle challenges without giving up.” is a great math norm to address students who get off task when the work gets challenging. OR “Ask for help. Questions are valuable.” to address the students who are confused but don’t ask for help and then get off task.

Using math norms for reflection and goal setting.

My favorite way to use Math Norms is to help develop my students’ growth mindset through goal setting and reflection. This comes after we have created and agreed on our set of norms. My goal is to keep the norms alive, I don’t want them to just turn into a wall decoration.

I give daily challenges. “Today I want us all to focus on our norm “Mistakes are proof you’re learning. The work today will be challenging and you WILL make mistakes. When you do, I want you to remember you are learning. Also, keep that moment in mind so you can share it with us at the end of class.”

Then, I’ll watch for students that make mistakes, take risks, and form new connections and learn new things. At the end of class we will circle up in a standing circle before lining up and share out examples of the norm! Students can share their own experiences or something they observed from a class member. I will have 2-3 examples to share in case students don’t have any, but it also provides a great model of how to talk about examples of the norm.

For example, “I notice Jordan was working on the ratio table. He multiple each by 6, but then realized that wasn’t right when he got to the unit rate. He asked Jessie for feedback. Then, he went back and discovered his mistake.”

We also set individual goals on norms. I ask students to choose one goal that they are struggling with as their goal for the day. Then, they will quickly write at the end of class how they work toward achieving that norm in class.

Other resources for math norms

There are so many opportunities for teaching students about growth mindset using math norms. I encourage you to create some norms and give it a try with your students.

If you need more inspiration check out the math norms I use in my classroom here on my TPT shop.

Also, few other things you might be interested in:

• Academic mindsets and how I use them in my classroom to prompt growth mindset.
• Math Affirmations to build a growth mindset
• A blog post on building growth mindset using positive affirmations.
• How I gauge students’ math attitude using a survey!

Building Classroom Community Bundle

Get everything you need to get started building your classroom community, including math norms!

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