Annie Fetter

Thanks for guiding us, Rosa. #ElemMathChat

You are going to have a field day with them! #ElemMathChat

But even then, how do we help them reflect on their actual LEARNING and deepening understanding, rather than their engagement and general happy feeling about the experience? #ElemMathChat

How can we communicate the benefits of play beyond "engagement" and maybe "motivation"? #ElemMathChat

A7: Learning more about how student learning happens through play. I don't think we value it, since it's just "fun" and fluffy stuff. How do we communicate the power of play when it comes to learning? I know people are working on this. I need talking points! #ElemMathChat

I think things like that are definitely in support of parts of the definition of HQIM such as "include supports for all students to access grade-level content". #ElemMathChat

A retired teacher friend was tutoring a middle school boy in reading. Bad reader. He was constantly monitoring for sense making. "Did those syllables and words that I just said MAKE SENSE to me? To the story?" My friend said it was just a joy to work with him. Made great strides! #ElemMathChat

A4: What's it looks like to constantly monitor for sense-making? Teachers should do it, but bonus if your kids are doing it themselves. #ElemMathChat

And guess what?? There are quadrilaterals that aren't squares or rectangles, and we can extend that reasoning! Imagine that! (That's how I feel sometimes when reading textbooks.) #ElemMathChat

A3: Well, "the data" often says "Measurement! They're bad at measurement!" I tend towards some of the geometry stuff, since I love it, and it can be very intuitive but isn't usually taught that way. #ElemMathChat

(And I have done these same sessions as #ElemMathChat chats!)

A2 also: I like hosting math learning experiences for teachers, too. My last two NCTM Annual workshops were about exploring dynamic shapes and building towards the Grades 3-5 geometry standards about hierarchical relationships between shapes. #ElemMathChat

A2: I like opportunities to do and think about math that isn't "hard" but isn't familiar to me. We had a math teacher circle in Philly for a while and it was sometimes fun like that (sometimes it was math I'd already thought about a lot). #ElemMathChat

Hi #ElemMathChat! Late arriving, since I'm also late watching the women's hockey gold medal game (no spoilers, please!) and got distracted. I'm mostly a consultant and presenter these days. Oh, and I'm in suburban Philly.

Fingers crossed!

YouTube video by Just Roses Band 2020 Holiday Benefit Show

Oh wait! I forgot about this COVID-era "concert" we did. The link should start you at a song by the brilliant singer-songwriter Susan Werner called Egg Money. Yes, we were social distancing in a driveway. Not high production value, but quieter than recordings from bars. youtu.be/OJxKDJdFSnc?...

YouTube video by MBFonz Christine Lavin - Bald Headed Men

John, I didn't quickly find any online recordings that would fit the bill, so here's the original of a song we cover by Christine Lavin. (In case you didn't know her music, you're welcome!) We do this pretty much straight up, though edited the list at the end a bit. www.youtube.com/watch?v=sirJ...

Oooh! These boys were more of an XL size, but I'll keep you posted. Maybe the rumor @mrcorleymath.bsky.social heard was true.

Was lifting in the college weight room today wearing my @desmos.com tee. Varsity baseball player #1: “I like your shirt! I didn’t know Desmos had merch.” Varsity baseball player #2, quickly turning to face us: “WHAT??? Desmos has merch???” Looks like store is closed. Any extra shirts around?

Football season is over and spring training doesn’t count. Come hang with us Sunday afternoon!

And that is SO hard, because we WANT them to be right...so we push in that direction. Hard to make the leap to realizing that you gain more ground by doing just what you said. Again, listening really closely to students' ideas and leveraging them is hard. #ElemMathChat

A8: More students' ideas would be taken up. I think folks are getting better at ELICITING students' ideas, and not quite as good at then LEVERAGING those ideas (because it's hard!). #ElemMathChat

Having a parking lot for ideas is helpful - "Oh, gosh, I want to dig into that more, but is it okay if I write it in the parking lot and we come back to it later?" #ElemMathChat

A7: So important! Even asking for answers instead of ideas, especially when you know some of your kids don't know the answer (yet), tells kids they don't get to participate right now. Sticking to ideas invites more kids to keep participating. (And answers are just one sort of ideas.) #ElemMathChat

I've argued against it, too. It's good for Ts to have some ideas about possible issues with a concept, but you don't know if they're completely wrong, or partially wrong, or brilliant, so that label of "misconception" is too much. #ElemMathChat

A6: Quietly rejoice! Debate how much time I can commit to their (possibly mathematically awesome) thinking. I don't have my own classroom, and it's for sure an art to decide what you can commit to their and whether it will pay off in the long run. #ElemMathChat

A5: Focusing on ideas and decisions (and reasoning behind those decisions) increases cognitive demand, and gets more ideas out there - others might recognize their thinking in the words of others, or get some ideas about different ways to think about a situation. #ElemMathChat

A4: Lots of focusing on their ideas, rather than their answers. Asking others if they think they used reasoning that was similar to the person who just talked. Giving them jobs so that they are active listeners when others are sharing. #ElemMathChat

A3: Oh, gosh, I feel like I did that already - I'm consistent, anyway! "How did you decide what to do first?" or "Tell me more about [that part]". Really focusing on them and their thinking, and asking questions I don't know the answer to. #ElemMathChat

Well, I really want to know! I have tons of my own ideas, but have little idea what YOUR idea is until I ask. #ElemMathChat