1. How do our beliefs affect our math instruction and our student’s learning?
October 11, 2019
4:00pm – 5:15pm
Please read through the norms for courageous conversations and consider one or two that resonate with you

2. Introductions NORMS Who is in the room? Who we are? Our work….
Experience Discomfort
Take Risks
Stay Engaged
Listen for Understanding
Speak your Truth
Expect/Accept Non-Closure
No Fixing
Intent vs Impact
Who is in the room? Who we are? Our work….

3. What affects instruction in our math classrooms…
Mathematical Content Knowledge
Pedagogical Content Knowledge
Beliefs
How do my beliefs affect the experiences my students have in math?

4. Our purpose “participants will…”
Learning Target
Success Criteria
Consider how beliefs might affect instruction.
Articulate steps to take to initiate or further discussion around mathematical mindsets with colleagues and/or students.

5. Agenda
Line-up Activity
Beliefs Card Sort
Scenarios

6. Line-up Activity

7. Thinking About Our Experience
Private Think Time –
What was your K-12 education in mathematics like? 
Where do you fall on this continuum?
5 - I did well in math, enjoyed it, and learning mathematics was a positive experience.
3 - I did OK, no strong feeling one way or another about it. Mathematics did not stand out from other subjects in any way.
1 - My experiences were largely negative, they did not understand the material and did not do well.
Slide 6: Considering our Past Experience - Part One
Notes: Before you work with teachers, place numbers 1 through 5 around the room so that there is plenty of space for participants to gather near the number and not be distracted by those in another group.
Have participants think about their experiences with math content, teachers and past experiences.
Ask participants to stand by the number that best describes their experiences with math.
For example:
5 - Participants did well in math, enjoyed it, and learning mathematics was a positive experience.
3 - Participants did OK, no strong feeling one way or another about it. Mathematics did not stand out from other subjects in any way.
1 - Participants’ experiences were largely negative, they did not understand the material and did not do well.
Participants who feel like they are between a 5 and a 3, or a 3 and a 1, can stand by 4 and 2 respectively.
Once by their number, ask participants to talk about their experiences with mathematics. Ask one participant from each group to summarize their groups’ experiences.
You can decide how to structure this portion. To save time, participants could have index cards at their table and just write a number from 1 to 5 to represent their feelings. They could then have a table discussion about their experience.
After teachers have expressed their experience, debrief using the following:
Script: Many teachers have had negative math experiences and it is important that those experiences are acknowledged. Mathematics has a reputation for being difficult and not necessary for most people in the adult world. Adults in all walks of life will openly say they “are not good at math” as though it is an inherent trait that only a few select people have. That attitude needs to change in order for all of our students to achieve their potential in mathematics. In order to change this attitude, we need to teach mathematics in a way that fully engages children in their learning.
As teachers of young children, negative emotions need to be addressed. The negative emotions and thoughts of female teachers can be passed on to female students if the female students do not have a counter-example of positive feelings about mathematics in their home or community.
Materials needed:
#1-5 Fear of Math
Tape

8. Thinking About Our Experience (cont.)
Move to the number sign that aligns with your experience. Share a quick snippet of your experience and where you fall on the continuum when reflecting on your K-12 math experience. Listen for trends across your experience and the experience of others!

9. Debrief/reflection
What can we learn from this activity that might help us support the continuum of students in our classroom?
How might engaging in this activity with your math team (or colleagues) support student learning?

10. Beliefs card Sort

11. Beliefs Card Sort With your group…
Sort the statements under the titles of “Productive” and “Unproductive”
The conversation you have while sorting is the power of this activity!

12. debrief Which statements were hard to place in a category? Why?
Which statements do you have questions about? What is the question?
What do your words and actions communicate to your students about your beliefs?
How might engaging in this activity with your math team (or colleagues) support student learning?

13. Scenarios

14. Scenario 1
A math teacher routinely says things like “my students are so low and have so many holes that I can’t teach _____ to them”. When you look at the student data, there are many students who are a level 1 or 2 on the most recent SBA and show they are 1-2 years below grade level. Students can often be found working on below grade level standards and completing worksheets that are heavily skill based.
Consider
What beliefs are visible in this scenario?
How might you respond?
What might conversations in your building sound like related to this scenario?

15. Scenario 2
A math teacher can generally be found sharing with their students how to solve math problems. This teacher patiently explains each step within a procedure and clearly writes under the document camera, so students can record the process. Students are quiet in class, well behaved and tell you outside of class that the teacher is very nice.
Consider
What beliefs are visible in this scenario?
How might you respond?
What might conversations in your building sound like related to this scenario?

16. Scenario 3
A math teacher is working on the same unit since early in the school year. He shares that his students are not yet all mastering the content and that he can’t move on until they all understand since the next unit builds.
Consider
What beliefs are visible in this scenario?
How might you respond?
What might conversations in your building sound like related to this scenario?

17. Scenario 4
A principal provides the schedules that were created for the school year. You notice that your first period class includes students who scored a 1 or 2 on the state assessment while your second period class includes students who scored a 3 or 4 on the state assessment.
Consider
What beliefs are visible in this scenario?
How might you respond?
What might conversations in your building sound like related to this scenario?

18. What affects instruction in our math classrooms…
Mathematical Content Knowledge
Pedagogical Content Knowledge
Beliefs
How do my beliefs affect the experiences my students have in math?

19. Closing
Please take a moment to consider what you are taking away from this session…
How will your experience impact students in your classroom?
What are your next steps as an educator?
What might you share with a colleague, coach or administrator in your building?
Thank you for your participation!
What might you want us to know about your experience?
What feedback do you have for us?