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!

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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?)

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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.

Lesson 1: What does a Mathematician Look Like?

Build a positive math mindset by dispelling misconceptions

Do you know what your students think of when you say mathematician? Do they think of themselves?
The first step to ensuring students see themselves as math people is to be sure they don’t have a misconception that all mathematicians are old dudes that look like…. this dude.

So, the best way to make sure of that and make sure they see themselves as a mathematician is to ASK THEM!

This is my most EPIC lesson to do just that. But… Why is it EPIC?
Because it is:
*Low/no prep
*Quick
*Engaging & FUN (involved drawing and talking!)

Here it is… Lesson Plan for “What does a mathematician look like?”

Grade Level: Any & All!! Adults – Kindergarten

Objective: Help students develop the understanding that they are EACH a math person & dispel misconceptions about what a mathematician is.

Materials: Graphic Organizer- Grab it here & A picture of each student printed.

Duration: 15-25 minutes (really, however much time you have you can make this work!)

Procedure:
1. Ask students to draw what they think a mathematician looks like. Encourage students to add thought bubbles, speech bubbles and clothes to express the persons whole identity. You can use the prompt, ”What does this person say/do/think?”
2. In small groups have students share about their drawing.
3. Move to a whole group share. I suggest you listen into small group discussions and choose 3-4 students to be prepared to share with the whole group. Select these students based on parts that you want to highlight. Such as, misconceptions about mathematicians- they are boys, they are fast & smart, etc.
While you facilitate this conversation you can ask questions such as “I see you have a speech bubble that says, “I’m as fast as a calculator. Do you guys think you have to be fast to be a mathematician?”
They all might say yes. In that case, you can tell them some of the greatest  mathematicians were slow thinkers. Then, you’ll need to think about ways to SHOW them these misconceptions are wrong- through tasks, biographies of mathematicians, etc. (That’s for a later lesson). Be okay with the students having misconceptions and voicing them. Keep them in your mind and start preparing a plan for addressing them!
4. After the discussion, print and attach a photo of each student.
5. Display on a bulletin board. Share with parents. Make this a big thing! Help your school see that each of us is a mathematician!!

Lesson #2: What is a Mathematician?

Build a collective definition to lay the foundation for a positive math mindset

Alright, now that you have dispelled any misconceptions on mathematicians now it’s time to think about what a mathematician IS. We need to write a new definition that we all agree on.

This leads so perfectly into forming your classroom math norms, if you haven’t done that already. If you have, great time to revisit them!

Here it is… Lesson Plan for “What is a mathematician ?”

Grade Level: Any & ALL!

Materials: Graphic Organizer to make a web. Grab it here

Objective: Help students develop the understanding definition of what a mathematician is, contextualized for their grade level.

Duration: 15-20 minutes (really, however much time you have you can make this work!)

Procedure:

1. Ask students to describe using words what a mathematician is on their web. You could contextualize this for your grade level– What is a 3^rd grade mathematician? What do they do/say/think?

2. Next, ask students to share in a small group (at their table). Listen into these conversations. Ask probing questions about why they think that or if others agree. Refer back to your conversation about “What Does a Mathematician Look Like” if needed.

3. Bring the students together as a whole group & create an anchor chart where you are working on a class version. Ask students to share something they wrote on their web. Check with the class for consensus or input and then add to the anchor chart.

4. This could be an ongoing formation of a definition- just have them keep it in their math folder. Then, each time something new comes up in math- add it!

• Solve a problem in small groups– Add “Works with others to solve problems”
•   Find a pattern in models– Add “Looks for patterns”
•   A student discovers the lights are in an array– Add “Observes carefully.”

5. Celebrate when you notice students embodying these definitions of a mathematician. 6.Use this definition to form your math norms. Don’t have any? It’s all good, now is the time to start! Well, after this lesson. I talk all about my math norms here. Or grab the ones I use here.

Ready to try it? Grab the Graphic Organizers right here for just $2

Still wondering or want to see this in action?

Reach out! I’m here for you. I’m happy to answer any and all questions, any time!

locallearnersandco@gmail.com

The post Positive Math Mindset: 2 Epic Lessons appeared first on Mona Math.

Tip #1: Consider your own Math Mindset

Teachers set the tone for the classroom.
You are 100% normal if you feel like you aren’t a math person or math just isn’t your thing. Let’s face it we were taught in a system that failed to help us see the beauty and artistry in math. Instead, we were taught that if you weren’t fast at the procedures then you just weren’t cut out for math.

I spent my entire life (until 5 years into my teaching career) convinced I wasn’t a math person. I would deliver the math lessons from the curriculum and watch the clock just counting the minutes until it was over. Then, I discovered that math is not about procedures and speed… and my mindset changed.

I discovered a style of teaching that allowed students to be in the driver seat- where they did the thinking and explaining. I listened and crafted the questions and set the conditions for students to discover a deep conceptual understanding. This style of teaching is based in the research found in Cognitively Guided Instruction. It is my passion and I would love to share more with you… more to come on that!

A Teacher’s Math Story…

I encourage you to spend time thinking about your math story. Even write it down or share it with a colleague.

Here are some prompts to consider:

• What are your memories of elementary math?
• How did your early experiences with math form your high school and college experiences?
• When did math feel good? When did it feel bad?
• What helped you learn math?

Knowing your own math journey and how your mindset for math was formed will help you develop a classroom that ensures students can fall in love with math.

Tip #2: Real Life Math Role Models Build Positive Mindset for Math

Math is everywhere in the real world. Students need to see the people who do math everyday in the real world. Often when we ask our students what does a mathematician look like they have no idea. We want them to see themselves. We want them to see people that look like them- women, Latino, Black, gay, disabled, and so much more. Everyone needs a role model.

I want students to see ALL the math people that have come before them so they can actually see themselves as the math person they are. In order to do that, they must have models that look like them. It is my goal to show my students the greats that have come before them that achieved brilliance in the math field.

Every single one of our students already is a math person. SAY IT AGAIN!
Every single one of our students already is a math person.
So, let’s create the classroom where each child see themselves and people that look like them as math people!

These posters make the perfect display for your classroom. This is a growing bundle, grab it right here on TPT!

My students and I use these biographies* to start our conversations about what it means in the real world to be a mathematician. Their mindset shifts from “I don’t need math” to “Wow, if she can maybe I can?” or “Wait, building rockets is math?”

*These biographies are designed for 4th-8th graders. However, there are also primary biographies and graphic organizers designed for 1st-3rd graders.

Tip #3: Lessons to Build Math Mindset

Reflect on Math Mindsets

Teacher Reflection:

What does a 3rd grade mathematician look like at the end of the year? (Insert the grade you teach).
What do you want these little ones to be able to do?
What will their mindset for math be at the end of the year?

Take sometime to think about this. I encourage you to write down 5 things you want your mathematicians to be by the end of the school year.

By considering what you want the end product to look like, sound like, be like, you’ll be able to develop a classroom culture to foster the necessary learning.

Student Reflection:

Survey to Assess Math Mindset

At the start of the year I use this math survey to build my understanding of each student’s math history and mindset. I write more about how I use the survey in this post.

What is a mathematician?

Ask your students to consider what a Mathematician is. Have each student create a web or a list of all the things they think a mathematician can do.
I like to contextualize this for the grade I am teaching- so “What can a 3rd grade mathematician do?”

Having a positive mindset toward math is all about dispelling the lies that we hold about math. Like… speed is important or there is only one correct way to solve a problem. When we help our students develop a full description of a mathematician’s qualities we help our students see they already have many qualities of a mathematician.

In this activity above, I ask students to make a web of what a mathematician is to them. They start by adding phrases and words. Then they keep this in their math folder and we add to it.

• When we work in groups to solve a challenging problem we get out our definitions and add “work in groups”.
• When we see a pattern that makes a problem type easier to solve we get out our webs and add “finds patterns”.
• When we work on a problem over multiple days that is hard to solve, we add “persevere”.

This is ongoing formation and revision of our definition of a mathematicians demonstrates to students that our mindset is ever changing.

If you’re interested in trying this activity with your students grab it from my little shop on TPT along with detailed lesson plans for only $2.

Make a display to Build Math Mindset

Math Teaches Us To…

If you’re like me, you like EASY & cute bulletin boards and displays. I created this “MATH Teaches us to…” display for my door. It was a huge hit with students, staff, and families. This display started lots of important conversations. I love this type of open ended display because it leaves room for us to build our definition together. It actually turned into something we added to for months.

I’d love to gift this beauty to you. Drop your name and email address here to download your free copy!

Math Affirmations to build a Growth Mindset

I use these affirmation posters to build my students math mindset. I usually create a space in the room where I hang them all. Then, we will refer to them through out the year in different ways. We use them to reflect, goal set, etc. Read more about how I use them here. You can also grab the math affirmations I use in my classroom from my little shop on Teachers Pay Teachers.

Math Norms Display to build Math Mindset

I think my math norms are one of the best ways I build a math growth mindset with my students. I believe these phrases to my core. I use them to frame every single conversation we have in our classroom.

If you don’t have norms, I encourage you to consider adding them to your classroom. Not sure where to start? Start right here!

Did you get what you need?

If you’re looking for more a help with building your ideal math classroom culture and helping students develop a growth mindset in math… I CAN HELP! I have my favorite 10 ways to develop classroom culture in math that I would love to share with you. Leave your name and email address here & I’ll email it to you!

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The post Math Mindset: 3 Tips to Build Positive Math Mindset appeared first on Mona Math.