Introduction to Delta Math
Saturday 2:45-3:45
Zach Korzyk (@MrDeltaMath)
Started in 2009 out of frustrations with Algebra II messing up on basic calculations.
No app but does work on the phone.
Geometry is currently being developed.
Some problems are interactive; can't submit until all questions are answered.
Teacher accounts can generate more simulations when needed.
Students prefer practice on Delta Math over a worksheet, feel like they are earning credit.
Students that miss days in class can still earn a 100% with the 'forgive lateness' button.
7.21.2018
#TMC18 Mathematics isn't everywhere. It is more awesome than that. {Edmund Harris, John Golden, and Glenn Waddell}
Mathematics isn't everywhere. It is more awesome than that.
Saturday Keyote
Edmund Harris, John Golden, and Glenn Waddell
Math isn't everywhere...it's more amazing than that.
Math is play.
Math is perception.
Why do we take the humanity out of teaching lines?
Why are we robbing learners of seeing themselves in the math? We are stealing intuition.
Redeeming Mathematics
General Ed, 3 credits
This Is Not a Math Class book
Anna Weltman
Mathematicians characterize and look at attributes.
Students need to see their world through mathematics.
Finding the world through math and math through the world.
Finding aspects of math through other math.
Great math teachers have a high degree of competence in three types of knowledge:
Saturday Keyote
Edmund Harris, John Golden, and Glenn Waddell
Math isn't everywhere...it's more amazing than that.
Math is play.
Math is perception.
Why do we take the humanity out of teaching lines?
Why are we robbing learners of seeing themselves in the math? We are stealing intuition.
Redeeming Mathematics
General Ed, 3 credits
This Is Not a Math Class book
Anna Weltman
Mathematicians characterize and look at attributes.
Students need to see their world through mathematics.
Finding the world through math and math through the world.
Finding aspects of math through other math.
Great math teachers have a high degree of competence in three types of knowledge:
- math
- pedagogy
- learners
#TMC18 Discovering Geometry through Drawing and Discussion {Jennifer Fairbanks, Kathy Campbell}
Discovering Geometry through Drawing and Discussion from Verbal Cues at
Whiteboards
Jennifer Fairbanks
Kathy Campbell
Morning Session 9:30-11:30
Thursday
Use flippity.net to split students into groups of three; one marker per group. Rotate markers for new problems. Alternatively, have the groups rotate and add to the previous work or check for errors.
Use a script to have students discover instead of a lecture.
Attending to precision in geometry is like learning a new language.
Explain how three points define a plane by throwing out three ping pong balls and having students hold them up and visualize the plan.
Correcting units, labels, and capitalization on a daily basis in a "fishbowl" effect reinforces why precision is important.
You need mistakes to have good discussions.
{I'm thinking I would whiteboard for instruction and then use a graphic organizer answer key and have students sort and glue as a way to process. Also take a picture of the board work and post in Google Classroom.}
Friday
If you are short on time, try starting with the hardest problem first.
Give verbal directions so that the words on a worksheet aren't a barrier.
The student writing is not the one doing the problem- the partner is telling them what to write. All people use the calculators when needed.
Have students write in black first, then shift groups and look for errors and comment in colored markers.
When writing scripts, things to think about:
Variation 3: Same diagram but three different proofs. Rotate groups so students have to really think about the givens.
VRG Variation: hand out a deck of cards but don't tell students how you are sorting; have them hold up the cards. Scan the cards and if you see people who shouldn't be together, pick suits or pairs or whatever you need. Students won't switch cards because they don't know if that will be beneficial.
Saturday
When you are trying something new, start with the lesson you hate.
For large classes, it may be hard for everyone to look at others' work. Instead of a Stand and Talk, for students who approached the problem in different ways, maybe a Sit and Talk would work better.
Consider
Jennifer Fairbanks
Kathy Campbell
Morning Session 9:30-11:30
Thursday
Use flippity.net to split students into groups of three; one marker per group. Rotate markers for new problems. Alternatively, have the groups rotate and add to the previous work or check for errors.
Use a script to have students discover instead of a lecture.
Attending to precision in geometry is like learning a new language.
Explain how three points define a plane by throwing out three ping pong balls and having students hold them up and visualize the plan.
Correcting units, labels, and capitalization on a daily basis in a "fishbowl" effect reinforces why precision is important.
You need mistakes to have good discussions.
{I'm thinking I would whiteboard for instruction and then use a graphic organizer answer key and have students sort and glue as a way to process. Also take a picture of the board work and post in Google Classroom.}
Friday
If you are short on time, try starting with the hardest problem first.
Give verbal directions so that the words on a worksheet aren't a barrier.
The student writing is not the one doing the problem- the partner is telling them what to write. All people use the calculators when needed.
Have students write in black first, then shift groups and look for errors and comment in colored markers.
When writing scripts, things to think about:
- when to switch markers
- do only some parts need to be erased
- what is the point of the lesson
- how can you start with what they know
- scaffold up
If one group is really strong and finishes early send each to a different group to assist.
Variation 1: each group has a different problem. After starting their problem, have groups switch and pick up where the original group left off. (trig identities, proofs, etc)
Variation 2: Write an equation in vertex form. Next group graphs it. Third group writes it in standard form, etc
Variation 3: Same diagram but three different proofs. Rotate groups so students have to really think about the givens.
VRG Variation: hand out a deck of cards but don't tell students how you are sorting; have them hold up the cards. Scan the cards and if you see people who shouldn't be together, pick suits or pairs or whatever you need. Students won't switch cards because they don't know if that will be beneficial.
Saturday
When you are trying something new, start with the lesson you hate.
For large classes, it may be hard for everyone to look at others' work. Instead of a Stand and Talk, for students who approached the problem in different ways, maybe a Sit and Talk would work better.
Consider
- when to switch markers
- to make sure everyone look at every group's work
- when calculators are needed
- to make an answer key
- the misconceptions students will have
- possible mistakes
- using as much vocabulary as possible
#TMC18 Living Proof: Enjoy Teaching 2-Column Proofs {me}
Living Proof: Enjoy Teaching 2-Column Proofs
Friday 2:45-3:45
Elissa Miller (@misscalcul8)
Here is the folder with my presentation and resources. This is mostly about the activities I use to build up to proofs rather than a focus on the proofs themselves.
Here is a 24 minute clip of my hour long presentation (I ran out of storage) but skip the first minute.
Friday 2:45-3:45
Elissa Miller (@misscalcul8)
Here is the folder with my presentation and resources. This is mostly about the activities I use to build up to proofs rather than a focus on the proofs themselves.
7.20.2018
#TMC18 Portfolios to Enhance Metacognition in Students {Megan Dubee}
Portfolios to Enhance Metacognition in Students
Friday 4:00-5:00
Megan Dubee (@megandubee)
Create a Google Classroom exclusively for the portfolio.
Weekly/frequent due dates.
Compiled into a final slideshow in May
Final project- design something in desmos, sketch it in Sketchup, 3d printed a keychain
Before Test
Friday 4:00-5:00
Megan Dubee (@megandubee)
Create a Google Classroom exclusively for the portfolio.
Weekly/frequent due dates.
Compiled into a final slideshow in May
Final project- design something in desmos, sketch it in Sketchup, 3d printed a keychain
Before Test
- Best Work- picture and description
- Most Challenging- picture and description
- Unit Summary
Immediately After Test
- Test Reflection
- Test Analysis
Post Test
- Action Plan
- Follow Through
Pros
- Continuous Reflection
- Student Voice
- Honest Communication
- Demonstrates mastery and continual growth
- Lots of Feedback
- Summative component
Cons
- Time management
- No community piece
- Struggled for depth
- More portfolio feedback rather than math feedback
In the future
- Ask better reflection questions
- Look into other platforms
- Consider a four year math portfolio
- Include a presentation component
Give questions on directions to see if students actually read them!
Brainstorm
- Try Flipgrid or short videos inserted into Google slides.
- Record in soundproof rooms in the music department
- Use Seesaw
What are you proud of in this class?
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