1 Overview of 411 Class #1 Introductions Studying mathematics for teaching: 8’s problem Studying mathematics teaching practice Wrap up: syllabus, assignments, comments on today’s class

2 What is “Math Methods” For? To prepare you not just to understand mathematics better yourself, but to help you prepare to: –be effective at helping others become mathematically proficient –be skillful in tackling severe problems of irrelevance, underachievement, and inequality in mathematics education Because teaching is something you do, not just something you think about, this course is focused on performance.

3 Notebooks To make records of your own learning To collect ideas for future use To keep notes from others’ learning and ideas To use as a reference across our course To explore this as a tool for supporting different kinds and levels of learning To explore possible uses for a notebook as a professional

4 8’s Problem Use as many 8’s and plus signs as you want to write a statement that equals You may not use -, x, or ÷. How many different * statements can you write that use only 8’s and plus signs to equal 1000? *Exchanging the places of the terms does not count as “different” for this problem.

5 Connections to Using Mathematics in Teaching Interest in what other people think, tracking on other people’s ideas Figuring out what other people mean, not just what you think Talking mathematics clearly Knowing more than one way to explain something Choosing and using representations

6 Connections to Using Mathematics in Teaching Interest in what other people think, tracking on other people’s ideas Figuring out what other people mean, not just what you think Talking mathematics clearly Knowing more than one way to explain something Choosing and using representations In your notebooks… Do you think we have identified all of the solutions? What convinces you or leaves you unconvinced? What struck you about the work we did in relation to the points above?

7 Studying Mathematics Teaching Records of practice –Third grade class, documented every day for a year –Diverse student population (race, language, culture) Close attention to talk, to student thinking, to teacher’s moves and comments Detail and evidence Learning to see and hear practices of teaching

8 Third Graders’ Mathematics Problem I have pennies, nickels, and dimes in my pocket. Suppose I pull out two coins, how much money might I have?

9 Viewing the Tape What do you expect third graders to do with the two-coin problem? Will it be easy or difficult? First viewing: What stands out to you? What do you notice about the mathematics, the teacher, the students, the fact that this is the beginning of the year? Second viewing: Watch the teacher closely. Take note of what she is doing, saying, etc.

10 Assignments (to be posted online tonight) Go to course website, investigate Read syllabus, send comments and questions (by Monday morning) Complete survey (by Monday morning) Read chapters 1 and 4 in Lampert book More work on 8’s problem; reflect on features of mathematics problems to use at the beginning of the year

11 Comment Cards What do you think about today’s class? Would you be interested in Study Hall? If so, what days & times work best for you?