| |
Meet the Math Forum Staff: NCSM Booth 500, NCTM Booth 741
http://mathforum.org/nctm/2013/denver.html
Come meet the people behind the Math Forum at the annual
conference of the National Council of Supervisors of
Mathematics (NCSM) or the annual meeting of the National
Council of Teachers of Mathematics (NCTM) in Denver.
Swing by NCSM booth 500 or NCTM booth 741 and talk to
-
Max about his forthcoming book, Building Understanding
Through Problem-Solving and the Mathematical Practices
-
Suzanne about how to Unsilence Students' Voices
-
Steve about the significance of Concept, Method, Procedure
-
Annie about how "I Notice, I Wonder" engages all students
-
Valerie about what makes good feedback
-
Erin about how working with the Math Forum staff has
changed her classroom practice
-
Cheryl about rubrics and the EnCoMPASS Project (Emerging
Communities for Mathematical Practices and Assessment)
While there, enter our drawings for a chance to win
-
a new iPad®
-
an NCSM membership and registration for next year's
conference, in New Orleans
-
a Current Problems of the Week Membership
-
a Problems of the Week Prize Package for you, your
colleagues, or your school
-
PoW taking place: math problem-solving moment of the week
-
"There are multiple ways this problem could be solved and
multiple strategies that could be applied. Students who haven't
learned formal calculus won't be able to use integration to
calculate the volume exactly. Consider this quote from Bryan,
age 16: 'If the donut is sliced in to millions or infinitively
many pieces, and stacked up, alternatively in direction, the
stack will form a cylinder. Then the height of this cylinder
will be (12π + 5π)/2 = 17π/2.' The idea of slicing the
donut into infinitely many pieces is a calculus concept, even
though Bryan didn't have the background knowledge to fully
justify or explain his idea of alternating directions of the
slices or show that the 'limit' of the stack of slices is
a cylinder."
-
- Brianna and Max, commenting on the Trig/Calc PoW's
Latest Solution
-
http://mathforum.org/pows/documents/packets/packet1170.pdf
Research Assistantships
http://mathforum.org/pd/encompass_flyer_2013.pdf
We're hiring graduate research assistants!
The Math Forum seeks experienced mathematics teachers and
mathematics education professionals for work while they pursue
PhDs in science, technology, engineering, and
mathematics (STEM) education at Drexel University.
Research assistants will help develop an online professional
community for math teachers seeking to implement formative
assessment of open-ended mathematics tasks and mathematical
practices. The work may include collecting, organizing and
analyzing data, developing and leading project activities,
and writing and presenting results.
Read about qualifications, stipend, health insurance, and the
overall project by downloading the PDF above, also available
from the Math Forum's home page; then apply before the deadline
of Monday, 22 April.
For more about the STEM concentration in the PhD in Educational
Leadership Development and Learning Technologies from the
Drexel University School of Education, see
http://goodwin.drexel.edu/doc/academic_grad_ell_conc.php
Software Engineer
https://www.drexeljobs.com/
The Math Forum is also seeking a software engineer.
The engineer will provide a wide variety of operational support
and services related to software for faculty, staff,
administrators, end users, and researchers within the Math
Forum and the Goodwin College of Professional Studies of
Drexel University.
We would particularly value someone who has hands-on
experience with
-
Java
-
Groovy
-
Drupal
-
frameworks such as Spring or Grails
-
unit testing
-
source code control systems
-
automated builds
-
performance testing
Read more about and apply for this full-time position by
clicking the DrexelJobs site's "Job Title" pull-down menu and
selecting "Supervisor, Software Development,"
requisition #5113.
-
Now taking place: math education conversation of the day
-
"I was slowly working on that as well, and for me the hard
part of the new Algebra curriculum is distinguishing the
assessment limits for those dual-standards that are taught in
both courses. There are teachers in my BOCES who are working
on HS curricula that match the 'modules' sequence and the
PARCC's focus areas. Are other districts working on this?"
-
- Gene, posted to the secondary (grades 9-12) discussion group
of the Association of Math Teachers of New York State
-
http://mathforum.org/kb/message.jspa?messageID=8892993
Publishers' Criteria for CCSS Mathematics
Earlier this week, the lead writers of the Common Core State
Standards (CCSS) for Mathematics released publishers' criteria
that "sharpen the alignment question."
Both freely downloadable PDFs emphasize the focus, coherence,
and rigor of the CCSS for Math; and conclude with a section
entitled "Indicators of quality in instructional materials and
tools for mathematics":
-
K-8
-
http://www.corestandards.org/
assets/Math_Publishers_Criteria_
K-8_Spring%202013_FINAL.pdf
-
-
High School
-
http://www.corestandards.org/
assets/Math_Publishers_Criteria_
HS_Spring%202013_FINAL.pdf
Based on feedback from the field — including districts that
started to use them; national groups representing governors,
chief state school officers, state boards of education, and
large urban districts; and Achieve, the Washington-based
nonprofit that managed the process for developing the
CCSS — these criteria revise those released last summer.
|
|
