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Newsletter: Math Forum Internet News No. 17.12 (23 Mar 12)
Posted:
Mar 23, 2012 1:00 PM



23 March, 2012 Vol. 17, No. 12
THE MATH FORUM @ DREXEL INTERNET NEWS
Focus on Student Practice  The 101questions Blog The Mathematical Education of Teachers II
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FOCUS ON STUDENT PRACTICE
http://mathforum.org/articles/communicatormarch2012.html
The Forum's Director of Professional Development has written a journal article based on her visits to a fifth grade classroom in Philadelphia.
"Focus on Student Practice" discusses how students worked on a Problem of the Week (PoW) that developed what the Common Core State Standards (CCSS) calls the Mathematical Practice of "making sense of problems and persevering in solving them." The free four pagelong download intersperses teaching tips throughout its four sections:
 What does it mean to have our students "make sense of problems...?"  How does it look?  How does it sound?  What does "... persevere in solving them" mean?
The article, which appears in the current issue of the CMC ComMuniCator, concludes with related links at the Forum for freely downloading the PoW packet and other accompanying resources.
To watch video clips of Suzanne's visits, check out her blog:
http://mathforum.org/blogs/suzanne/suzannesclassroomvideos/
This article for the journal of the California Mathematics Council joins several others written by Forum staff about implementing problem solving and writing:
http://mathforum.org/pow/teacher/articles.html
\/\/\/\/\/\/\/\/\/\/
PoW taking place: math problemsolving moment of the week
"Not all of the correct submissions that we received used the exact same strategy I did. What I liked about the solution by Damien S. from West Mercer Elementary was the way he explained why the height of the crossing stays the same even when the distance between the poles isn't 25 meters. Annemarie C. from Rosemont School of the Holy Child thought about the problem in a totally different way. I love it when that happens!"  Max, commenting on the Algebra PoW's Latest Solution
http://mathforum.org/pows/solution.htm?publication=4044
\/\/\/\/\/\/\/\/\/\/
THE 101QUESTIONS BLOG
http://101qs.com/
This blog aims "to perplex students, to put them in a position to wonder a question so intensely they'll commit to the hard work of getting an answer, whether that's through modeling, experimenting, reading, taking notes, or listening to an explanation."
Look at an image or video with a high "perplexity" score, then submit the first question that comes to your mind  in fewer than 140 characters  or upload your own mathematical prompts.
With 101questions, launched this month, former high school math teacher and current Ph.D. candidate Dan Meyer seeks to improve on the experience of the #anyqs hashtag on Twitter:
https://twitter.com/#!/search/%23anyqs
\/\/\/\/\/\/\/\/\/\/
Now taking place: math education conversation of the hour
"This is helpful. And interesting! So does a more nuanced explanation go like this? There are some mathematical and historical reasons to believe that when n > 30, a sample mean is becoming approximately normal. However, we still like to graph our data, when possible, as an indication of how skewed the population might be. And the practice of switching from t to z at 30 (or 40) is an artifact of a lack of inadequate technology. Now that we can easily compute t for any sample size, there is no need act as if something magically changes at 30. Is that more complete?"
 Jared, posted to the apstat discussion group
http://mathforum.org/kb/message.jspa?messageID=7751789 \/\/\/\/\/\/\/\/\/\/
THE MATHEMATICAL EDUCATION OF TEACHERS II
http://www.cbmsweb.org/
The Conference Board of the Mathematical Sciences (CBMS) welcomes your comments and suggestions on the draft of The Mathematical Education of Teachers II (MET2).
The preface of this draft states that MET2 "continues two themes that may have looked revolutionary to readers of the first MET report:
 there is intellectual substance in school mathematics  the mathematical knowledge needed for teaching is different from that of other professions
"Moreover, like the first MET report, this report does not endorse two ideas that are all too common in the United States:
 teachers learn all the mathematics that they need to know during their preparation programs, before they begin teaching  K12 education provides future elementary teachers with the knowledge that they need for teaching mathematics to elementary students"
Download the 36 pagelong MET2 draft here:
http://www.cbmsweb.org/MET2/MET2Draft.pdf
Then comment on the six chapters at this survey:
https://www.surveymonkey.com/s/CBMSMET2
Much has changed in the decade since the publication of the original MET, including the Common Core State Standards (CCSS) Initiative, the attention given by the mathematics profession to the mathematical education of teachers, and the engagement of mathematicians in the work of federallyfunded Math Science Partnerships (MSPs).
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The Math Forum @ Drexel ** 23 March 2012 An archive of all the Math Forum newsletters and directions for subscribing can be found at http://mathforum.org/electronic.newsletter/ <head> <title>The Math Forum Internet News</title> </head> <body> <table width="800" border="0" align="center" cellpadding="0" cellspacing="0"> <tr> <td height="105" background="http://mathforum.org/electronic.newsletter/images/all_top.gif"> <div align="left"> <table width="100%" border="0" cellspacing="0" cellpadding="0"> <tr> <td width="4%" height="72"> </td> <td width="45%"> </td> <td width="46%"> </td> <td width="5%"> </td> </tr> <tr> <td width="30" height="26"> </td> <td><font color="#333333" size="1" face="Verdana, Arial, Helvetica, sansserif"><strong>23 March, 2012</strong></font></td> <td><div align="right"><font color="#333333" size="1" face="Verdana, Arial, Helvetica, sansserif"><strong>Volume 17 No. 12</strong></font></div></td> <td width="30"> </td> </tr> </table> </div> </td> </tr> <tr valign="top"> <td height="297" background="http://mathforum.org/electronic.newsletter/images/all_columns.gif"> <table width="100%" border="0" align="center" cellpadding="0" cellspacing="0"> <tr> <td valign="top"> <table width="605" border="0" align="right" cellpadding="11" cellspacing="0"> <tr> <td width="135" valign="top">
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<p> <font color="#003399" size="2" face="Verdana, Arial, Helvetica, sansserif"> <strong>In This Issue</strong> </font> </p>
<! Start  Table of contents >
<p><font size="2" face="Arial, Helvetica, sansserif">Focus on Student Practice</font></p> <p><font size="2" face="Arial, Helvetica, sansserif">The 101questions Blog</font></p> <p><font size="2" face="Arial, Helvetica, sansserif">The Mathematical Education of <nobr>Teachers II</nobr></font></p>
<p> </p>
<p> <img src="http://mathforum.org/pd/images/continuum.pd.jpg"; width=45><br /> <font color="#003399" size="2" face="Verdana, Arial, Helvetica, sansserif"> <strong>Online PD</strong> </font> </p> <font size="1" face="Arial, Helvetica, sansserif">Free: <br> <a href="http://mathforum.org/pd/#sessions">Orientation Sessions</a><br /> <p>
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<! Start  Newletter content >
<center> <table width="100%" cellspacing=0 cellpadding=0> <tr> <td width=40> </td> <td> <p align="center"> <font color="#000000" size="1" face="Verdana, Arial, Helvetica, sansserif"> If you prefer to receive a textonly version, please send a note to <a href="http://mathforum.org/electronic.newsletter/mfin.faq.html#feedback">the Math Forum Internet Newsletter editors</a> and we will subscribe you to that list.<br> You can also subscribe via <a href="http://mathforum.org/kb/rss/rssmessages.jsp?forumID=212">RSS feed</a>. </font> </p><hr> <p> <font size="2" face="Arial, Helvetica, sansserif"> <p><strong> <font color="#003399">Focus on Student Practice</font> </strong> </p> <p align="center"> <a href="http://mathforum.org/articles/communicatormarch2012.html">http://mathforum.org/articles/communicatormarch2012.html</a> </p> <p> The Forum's Director of Professional Development has written a journal article based on her visits to a fifth grade classroom in Philadelphia. </p> <p> "Focus on Student Practice" discusses how students worked on a Problem of the Week (PoW) that developed what the Common Core State Standards (CCSS) calls the Mathematical Practice of "making sense of problems and persevering in solving them." The free four pagelong download intersperses teaching tips throughout its four sections: </p> <ul> <li> What does it mean to have our students "make sense of problems...?" </li> <li> How does it look? </li> <li> How does it sound? </li> <li> What does "... persevere in solving them" mean? </li> </ul> <p> The article, which appears in the current issue of the CMC ComMuniCator, concludes with related links at the Forum for freely downloading the PoW packet and other accompanying resources. </p> <p> To watch video clips of Suzanne's visits, check out her blog: </p> <p align="center"><a href="http://mathforum.org/blogs/suzanne/suzannesclassroomvideos/">http://mathforum.org/blogs/suzanne/suzannesclassroomvideos/</a></p> <p> This article for the journal of the California Mathematics Council joins several others written by Forum staff about implementing problem solving and writing: </p> <p align="center"><a href="http://mathforum.org/pow/teacher/articles.html">http://mathforum.org/pow/teacher/articles.html</a></p> </font></p>
<hr> <p><font size="2" face="Arial, Helvetica, sansserif"> <p align=center> <dl> <dt> <i><font color="#003399">PoW taking place: math problemsolving moment of the week</font></i> <p> <dt> "Not all of the correct submissions that we received used the exact same strategy I did. What I liked about the solution by Damien S. from West Mercer Elementary was the way he explained why the height of the crossing stays the same even when the distance between the poles isn't 25 meters. Annemarie C. from Rosemont School of the Holy Child thought about the problem in a totally different way. I love it when that happens!" <dd>  Max, commenting on the Algebra PoW's Latest Solution <dd> <a href="http://mathforum.org/pows/solution.htm?publication=4044">http://mathforum.org/pows/solution.htm?publication=4044</a> </dl> </p> </font></p> <hr>
<p><font size="2" face="Arial, Helvetica, sansserif"> <p><strong><font color="#003399">The 101questions Blog</font></strong></p> <p align="center"> <a href="http://101qs.com/">http://101qs.com/</a> </p> <p> This blog aims "to perplex students, to put them in a position to wonder a question so intensely they'll commit to the hard work of getting an answer, whether that's through modeling, experimenting, reading, taking notes, or listening to an explanation." </p> <p> Look at an image or video with a high "perplexity" score, then submit the first question that comes to your mind — in fewer than 140 characters — or upload your own mathematical prompts. </p> <p> With 101questions, launched this month, former high school math teacher and current Ph.D. candidate Dan Meyer seeks to improve on the experience of the #anyqs hashtag on Twitter: </p> <p align="center"><a href="https://twitter.com/#!/search/%23anyqs">https://twitter.com/#!/search/%23anyqs</a></p> </font></p>
<hr> <p><font size="2" face="Arial, Helvetica, sansserif"> <p align=center> <dl> <dt> <i><font color="#003399">Now taking place: math education conversation of the hour</font></i> <p> <dt> "This is helpful. And interesting! So does a more nuanced explanation go like this? There are some mathematical and historical reasons to believe that when <nobr>n > 30,</nobr> a sample mean is becoming approximately normal. However, we still like to graph our data, when possible, as an indication of how skewed the population might be. And the practice of switching from t to z at 30 (or 40) is an artifact of a lack of inadequate technology. Now that we can easily compute t for any sample size, there is no need act as if something magically changes at 30. Is that more complete?" <dd>  Jared, posted to the apstat discussion group <dd> <a href="http://mathforum.org/kb/message.jspa?messageID=7751789">http://mathforum.org/kb/message.jspa?messageID=7751789</a> </p> </font></p> </dl> <hr>
<p><font size="2" face="Arial, Helvetica, sansserif"> <p><strong><font color="#003399">The Mathematical Education of Teachers II</font></strong></p> <p align="center"> <a href="http://www.cbmsweb.org/">http://www.cbmsweb.org/</a> </p> <p> The Conference Board of the Mathematical Sciences (CBMS) welcomes your comments and suggestions on the draft of The Mathematical Education of Teachers II (MET2). </p> <p> The preface of this draft states that MET2 "continues two themes that may have looked revolutionary to readers of the first MET report: </p> <ul> <li> there is intellectual substance in school mathematics </li> <li> the mathematical knowledge needed for teaching is different from that of other professions </li> </ul> <p> "Moreover, like the first MET report, this report does not endorse two ideas that are all too common in the United States: </p> <ul> <li> teachers learn all the mathematics that they need to know during their preparation programs, before they begin teaching </li> <li> K12 education provides future elementary teachers with the knowledge that they need for teaching mathematics to elementary students" </li> </ul> <p> Download the 36 pagelong MET2 draft here: </p> <p align="center"> <a href="http://www.cbmsweb.org/MET2/MET2Draft.pdf">http://www.cbmsweb.org/MET2/MET2Draft.pdf</a> </p> <p> Then comment on the six chapters at this survey: </p> <p align="center"> <a href="https://www.surveymonkey.com/s/CBMSMET2">https://www.surveymonkey.com/s/CBMSMET2</a> </p> <p> Much has changed in the decade since the publication of the original MET, including the Common Core State Standards (CCSS) Initiative, the attention given by the mathematics profession to the mathematical education of teachers, and the engagement of mathematicians in the work of federallyfunded Math Science Partnerships (MSPs). </p> </font></p>
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