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Topic: Newsletter: Math Forum Internet News No. 18.19 (10 May 13)
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Math Forum Internet News

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Registered: 3/1/05
Newsletter: Math Forum Internet News No. 18.19 (10 May 13)
Posted: May 10, 2013 12:14 PM
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10 May, 2013 Vol. 18, No. 19

THE MATH FORUM @ DREXEL INTERNET NEWS

We're Having a Book!
Making Sense of School Mathematics Course | Money as You Learn

***************************************************************
Register for a TI-Nspire Summer Workshop! Learn from
experienced T^3 instructors to incorporate
TI-Nspire technology and activities.

http://education.ti.com/en/us/pd/in-your-area/summer-workshops
***************************************************************

WE'RE HAVING A BOOK!

http://mathforum.org/math_talk_landing_book.html

Our focus on sense-making and communication is so important, we
wrote a book about it!

Powerful Problem Solving gathers what we've learned about
helping students become proficient problem solvers, focused
through the lens of the Common Core State Standards (CCSS) for
Mathematical Practices.

The book is about what we as a community know and
believe about:

- how students develop their abilities to make sense
of mathematics
- how students develop the habits of mind outlined in the
Standards for Mathematical Practice
- how the Practices contribute to students' learning to make
sense of mathematics
- how the Practices align with problem-solving strategies
students and teachers already use

Authored by Max Ray -- recently named to the Emerging Issues
Committee of the National Council of Teachers of Mathematics
(NCTM) -- the book includes specific activities teachers can
use to support their students in engaging in the sense-making
behaviors described in the Standards for Mathematical Practice.

Heinemann Publishing will release this fifth volume of ours,
subtitled "Activities for Sense-Making with the Mathematical
Practices," in the autumn of 2013.

It's already available for pre-order from Amazon.com. If you
first click through their icon on the page below before
purchasing Powerful Problem Solving (ISBN 0325050902), a little
additional revenue will come our way from Amazon.com, at no
extra cost to you.

http://mathforum.org/amazon.html

-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-

PoW taking place: math problem-solving moment of the week

"The first thing I will do is choose the variables I will need
in order to solve the problem. Instead of solving for the
values for if all the students went on the trip, I'll solve
straight to the students that did.... The way I did it was a
little faster, because I solved it directly. At first I was
kind of confused, because I don't really do problems like
this, but now I feel that I can probably solve another one if
I was given it."

- Vy, highlighted in the Algebra PoW's latest solution

http://mathforum.org/pows/solution.htm?publication=4212

-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-

MAKING SENSE OF SCHOOL MATHEMATICS COURSE

http://mathforum.org/pd/makingsense/

This course considers the two fundamental ideas that underlie
the school mathematics curriculum: Numbers and Operations, and
Relationships between Quantities. Participants will have the
opportunity to practice talking about/presenting and listening
for/viewing the big mathematical ideas within the typical
problems they are or will be expected to teach, including

- whole numbers
- fractions
- decimals
- measurements
- unit pricing
- rates
- ratios
- similarity
- scaling
- conversions
- probability

By the end of the course, teachers will have had a chance to
make sense of the curriculum as a whole, seeing how it is all
connected and how to share these cohesively connected ideas
with their own students.

Running from June 25 to September 7, 2013, Making Sense of
School Mathematics will involve approximately 30 hours of
seat-work. It will take place online using Blackboard. The only
technical requirements are a web browser and Internet access.

All individuals who successfully complete this pass/fail course
will receive a certificate indicating that they have completed
30 hours of professional development. This is equivalent to 3
Continuing Education Units (CEUs).

Please register for this professional development opportunity
before 5 pm ET on Friday, June 21, 2013, by calling Tracey
Perzan: 215-895-1080 or 1-800-756-7823.

-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-

Now taking place: math education conversation of the day

"I spent almost my entire teaching career teaching Algebra and
avoiding Geometry like the plague, because I didn't have the
appreciation for its importance that I have now."

- sarovaganam, posted to the alt.math.undergrad discussion

http://mathforum.org/kb/message.jspa?messageID=9121787

-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-

MONEY AS YOU LEARN

http://moneyasyoulearn.org/

The United States Department of Treasury has just launched a
site for teachers that offers tools to integrate personal
finance into the teaching of the CCSS in Mathematics.

View free lessons and activities by CCSS or by these "personal
finance big ideas":

- cost/benefit analysis
- delayed gratification
- inflation
- opportunity cost
- scarcity
- setting goals
- value of education
- what is money

This initiative of the President's Advisory Council on
Financial Capability joins another one that launched last
year, called Money as You Grow. That companion site offers
parents 20 age-appropriate financial activity prompts for
their children:

http://moneyasyougrow.org/

-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-

CHECK OUT OUR WEB SITE:

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_o \o_ __| \ / |__ o _ o/ \o/
__|- __/ \__/o \o | o/ o/__/ /\ /| |
\ \ / \ / \ /o\ / \ / \ / | / \ / \

The Math Forum @ Drexel ** 10 May 2013

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">
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<td><font color="#333333" size="1" face="Verdana, Arial, Helvetica, sans-serif"><strong>10 May, 2013</strong></font></td>
<td><div align="right"><font color="#333333" size="1" face="Verdana, Arial, Helvetica, sans-serif"><strong>Volume 18 No. 19</strong></font></div></td>
<td width="30">&nbsp;</td>
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<p>
<font color="#003399" size="2" face="Verdana, Arial, Helvetica, sans-serif">
<strong>In This Issue</strong>
</font>
</p>

<!-- Start - Table of contents -->

<p><font size="2" face="Arial, Helvetica, sans-serif">We're Having a Book!</font></p>
<p><font size="2" face="Arial, Helvetica, sans-serif">Making Sense of School Mathematics Course</font></p>
<p><font size="2" face="Arial, Helvetica, sans-serif">Money as You Learn</font></p>

<p>&nbsp;</p>

<p>
<img src="http://mathforum.org/pd/images/continuum.pd.jpg"; width=45><br />
<font color="#003399" size="2" face="Verdana, Arial, Helvetica, sans-serif">
<strong>Online PD</strong>
</font>
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<font size="-1" face="Arial, Helvetica, sans-serif">Free:
<br>
<a href="http://mathforum.org/pd/#sessions">Orientation Sessions</a><br />
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Paid:
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<font size="-1" face="Arial, Helvetica, sans-serif">Graduate Credit:<br />
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</p>

<p>
<a href="http://www.drexel.com/online-degrees/education-degrees/ms-mlt/index.aspx">Master's Degree</a>
</p>

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<!-- Start - Newletter content -->

<center>
<table width="100%" cellspacing=0 cellpadding=0>
<tr>
<td width=40>&nbsp;</td>
<td>
<p align="center">
<font color="#000000" size="1" face="Verdana, Arial, Helvetica, sans-serif">
If you prefer to receive a text-only 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, sans-serif">
<p><strong>
<font color="#003399">We're Having a Book!</font>
</strong>
</p>
<p align="center">
<a href="http://mathforum.org/math_talk_landing_book.html">http://mathforum.org/math_talk_landing_book.html</a>
</p>
<p>
Our focus on sense-making and communication is so important, we
wrote a book about it!
</p>
<p>
<i>Powerful Problem Solving</i> gathers what we've learned about
helping students become proficient problem solvers, focused
through the lens of the Common Core State Standards (CCSS) for
Mathematical Practices.
</p>
<p>
The book is about what we as a community know and
believe about:
</p>
<ul>
<li>
how students develop their abilities to make sense
of mathematics
</li>
<li>
how students develop the habits of mind outlined in the
Standards for Mathematical Practice
</li>
<li>
how the Practices contribute to students' learning to make
sense of mathematics
</li>
<li>
how the Practices align with problem-solving strategies
students and teachers already use
</li>
</ul>
<p>
Authored by Max Ray &mdash; recently named to the Emerging Issues
Committee of the National Council of Teachers of Mathematics
(NCTM) &mdash; the book includes specific activities teachers can
use to support their students in engaging in the sense-making
behaviors described in the Standards for Mathematical Practice.
</p>
<p>
Heinemann Publishing will release this fifth volume of ours,
subtitled "Activities for Sense-Making with the Mathematical
Practices," in the autumn of 2013.
</p>
<p>
It's already available for pre-order from Amazon.com. If you
first click through their icon on the page below before
purchasing <i>Powerful Problem Solving</i> (ISBN 0325050902), a little
additional revenue will come our way from Amazon.com, at no
extra cost to you.
</p>
<p align="center"><a href="http://mathforum.org/amazon.html">http://mathforum.org/amazon.html</a></p>
</font></p>

<hr>
<p><font size="2" face="Arial, Helvetica, sans-serif">
<p align=center>
<dl>
<dt>
<i><font color="#003399">PoW taking place: math problem-solving moment of the week</font></i>
<p>
<dt>
"The first thing I will do is choose the variables I will need
in order to solve the problem. Instead of solving for the
values for if all the students went on the trip, I'll solve
straight to the students that did.... The way I did it was a
little faster, because I solved it directly. At first I was
kind of confused, because I don't really do problems like
this, but now I feel that I can probably solve another one if
I was given it."
<dd>
- Vy, highlighted in the Algebra PoW's latest solution
<dd>
<a href="http://mathforum.org/pows/solution.htm?publication=4212">http://mathforum.org/pows/solution.htm?publication=4212</a>
</dl>
</p>
</font></p>
<hr>

<p><font size="2" face="Arial, Helvetica, sans-serif">
<p><strong><font color="#003399">Making Sense of School Mathematics Course</font></strong></p>
<p align="center">
<a href="http://mathforum.org/pd/makingsense/">http://mathforum.org/pd/makingsense/</a>
</p>
<p>
This course considers the two fundamental ideas that underlie
the school mathematics curriculum: Numbers and Operations, and
Relationships between Quantities. Participants will have the
opportunity to practice talking about/presenting and listening
for/viewing the big mathematical ideas within the typical
problems they are or will be expected to teach, including
</p>
<ul>
<li>
whole numbers
</li>
<li>
fractions
</li>
<li>
decimals
</li>
<li>
measurements
</li>
<li>
unit pricing
</li>
<li>
rates
</li>
<li>
ratios
</li>
<li>
similarity
</li>
<li>
scaling
</li>
<li>
conversions
</li>
<li>
probability
</li>
</ul>
<p>
By the end of the course, teachers will have had a chance to
make sense of the curriculum as a whole, seeing how it is all
connected and how to share these cohesively connected ideas
with their own students.
</p>
<p>
Running from June 25 to September 7, 2013, Making Sense of
School Mathematics will involve approximately 30 hours of
seat-work. It will take place online using Blackboard. The only
technical requirements are a web browser and Internet access.
</p>
<p>
All individuals who successfully complete this pass/fail course
will receive a certificate indicating that they have completed
30 hours of professional development. This is equivalent to 3
Continuing Education Units (CEUs).
</p>
<p>
Please register for this professional development opportunity
before 5 pm ET on Friday, June 21, 2013, by calling Tracey
Perzan: <nobr>215-895-1080</nobr> or <nobr>1-800-756-7823.</nobr>
</p>
</font></p>

<hr>
<p><font size="2" face="Arial, Helvetica, sans-serif">
<p align=center>
<dl>
<dt>
<i><font color="#003399">Now taking place: math education conversation of the day</font></i>
<p>
<dt>
"I spent almost my entire teaching career teaching Algebra and
avoiding Geometry like the plague, because I didn't have the
appreciation for its importance that I have now."
<dd>
- sarovaganam, posted to the alt.math.undergrad discussion
<dd>
<a href="http://mathforum.org/kb/message.jspa?messageID=9121787">http://mathforum.org/kb/message.jspa?messageID=9121787</a>
</p>
</font></p>
</dl>
<hr>

<p><font size="2" face="Arial, Helvetica, sans-serif">
<p><strong><font color="#003399">Money as You Learn</font></strong></p>
<p align="center">
<a href="http://moneyasyoulearn.org/">http://moneyasyoulearn.org/</a>
</p>
<p>
The United States Department of Treasury has just launched a
site for teachers that offers tools to integrate personal
finance into the teaching of the CCSS in Mathematics.
</p>
<p>
View free lessons and activities by CCSS or by these "personal
finance big ideas":
</p>
<ul>
<li>
cost/benefit analysis
</li>
<li>
delayed gratification
</li>
<li>
inflation
</li>
<li>
opportunity cost
</li>
<li>
scarcity
</li>
<li>
setting goals
</li>
<li>
value of education
</li>
<li>
what is money
</li>
</ul>
<p>
This initiative of the President's Advisory Council on
Financial Capability joins another one that launched last
year, called Money as You Grow. That companion site offers
parents 20 age-appropriate financial activity prompts for
their children:
</p>
<p align="center"><a href="http://moneyasyougrow.org/">http://moneyasyougrow.org/</a></p>
</font></p>

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