Math Monday: #OCTM2015 Recap

If you have never been to a math conference, you really need to consider going!  They are a lot of fun!  You get to connect with other teachers.  You get to pick sessions of interest which can provide new learning and opportunities to reflect.  Each time I attend the Ohio Council Teachers of Mathematics conference, I walk away energized. It's really fun to try and solve math problems with other people.  As much fun and maybe a bit more fun than talking about books with my literacy friends.

I think mathematics is really a topic people feel they need to have a speciality in to attend a math conference but you don't.   It's so energizing!  We actually need more elementary teachers attending this conference and presenting.  We can only benefit from getting together to learn for ourselves and our students.

During two days I attended 13 sessions, including one I presented and truth be told I went home on Friday with two more to go.  A total of 15 seasons in two days is well worth your money for this conference.  Also, for presenting one session you can attend free.  You could start thinking and planning right now, this school year to come and attend for free next October.  

I thought the best way for you to get a feel for this conference would be to recap my personal experience with the session title and either an ah-ha or a quote that is sticking with me since I left.

Moving from Performance to Learning with ODE/Annika Moore

                          Performance  vs   Learning

answers questions correctly              explore rich connections

take test                                         appreciate the beauty of mathematics

perform                                          learn about applicability

Q and A with ODE/Ann Carlson

"Good instruction leads to success.  It's not about preparing for a test, it's about quality instruction. Take  notes and offer feedback.  It will lead to future success."  

Implementing CGI in the Classroom with Emily Hermann

Organizing the sharing at the end of a math workshop is crucial.  One strategy would be to pass out number cards 1 -5 as you confer with students and then these students share with everyone in this order.   The order is established ahead of time for particular reasons.

Exploding Dots with James Tantum

I had a huge Ah ha moment here when I understood how I could use dots on a  place value chart to solve the answer.   It was basically understanding what a base 3 and a base 5 system for place value could look like.

Rich Tasks:  How Do You Select, Design, and Implement Them?  with Chris Bolognese

"We are way too eager to front load - it doesn't always have to be an application."

Focus and Rigor: Situation Word Problems and Basic Facts with Karen Boremen

"Use small numbers - we want Ss to see the concept and solve the numbers, not struggle with the numbers."

Number Lines as an Instructional Tool with Linda Price

Lots of ideas for using number lines in our math workshop including using it for elapsed time.  

Math Writing Tasks in Early Elementary Grades with Karl Kosko

Looking at writing argumentatively about math

    mathematical statements - making a math claim

    written recounts - describe own experience with the task

    procedural writing - describe procedures
            with mathematical quantities and/or operations K/1 goal

    mathematical descriptions - procedural writing with justifications
            and references that connect all the procedures together 2/3 goal

    mathematical explanations - descriptions that include a rationale, justification

Teaching Fractions Using Pattern Blocks with Lorraine Henn

"The value depends on the whole - big understanding for fractions."

Morning Math with Dori Daskalakis/Scott Mitter

"We don't learning anything for keeps unless it's in some kind of context."

Putting the Practices Into Action with John San Giovanni - AWESOME keynote!

He had me hooked within the introduction with this, "I know the great struggle and the great rewards of being a math teacher."  Headline News - grabs attention and summarizes - that's what an equation does.

Listening to Student's Thinking to Support their Mathematics Learning with Kim Yoak

"We can never assume, a correct answer does not necessarily indicate full understanding!"