Patricia Vandenberg

The #WestAdaMath Symposium is, by far, my favorite project I’ve worked on. I’m so grateful for the support and encouragement from our district leaders that made a dream come to life. We moved the ship 💙💛 @westadaschools #WeAreWestAda #ProudToBeWASD patriciavandenberg.com/2023/03/01/wes…

“A label never solved a problem for a student. It’s what we DO that counts.” 👏🏼👏🏼 Love this! Learning from our amazing Director of Special Education

@robertkaplinsky Loved teaching lesson to my Ss! They were very invested in solving the problem because it caught their attention!

This lesson is great for your Geometry students and uses a curved highway in Amsterdam as a context for developing conceptual understanding of arc length. robertkaplinsky.com/work/how-far-a…

Looking forward to connecting with math peeps at this dinner. This conference fills my bucket and this dinner is the perfect way to end the evening! We hope you’ll join us! #CMCmath

What roadblock beliefs have you noticed in your own teaching practice? “Equality is not equity, even in assessment.” Revisiting some good stuff from the ’23–24 CPM Newsletter: cpm.org/stop-searching… #moremath #iteachmath #mtbos

@TammyMcMorrow @pgliljedahl Well deserved! 👏🏼👏🏼

As a #paemst finalist for my state, I owe a huge thank you to @pgliljedahl and his impactful work. The #thinkingclassroom is truly transformative. I'm living proof, and my students and I will be forever grateful.

CPM Leaders: Please Join us in June! @VbergMath @JTHayesII #MOREMATH @CPMmath

@PattiNicMath So true!

When it comes to vertical alignment, I most often see upper grade Ts “informing” the lower grade Ts. In math, this can result in a race to the standard algorithm and losing sight of conceptual understanding. Do we take away manips too soon? Focus on procedures too early? 1/4

@DrKChilds The science of patterns! 😍

What is math? #edchat #mtbos

And if Ts don’t understand how math is conceptually taught in previous grade levels, how can they bridge the gap? Or maybe—what kind of bridge are they building? Is it a solid one, or a risky one that not all Ss can get across? How do we help Ts build more SOLID bridges? 4/4

Because every year, we have Ss that operate “below grade level” and Ts need to do something about it. I wonder if Ts don’t know exactly how? Or what is most effective? Especially if the gap is far below their math understanding. 3/4

@mmcdowell13 @stokedaboutsci, check this out.

Have a minute? ⏱️ Discover your next new idea with videos that deliver effective classroom strategies in just 60 seconds. edut.to/3SRLGKx

@MandyMathEd @mmcdowell13 It helps Ts understand when and how to implement great ideas!

Brought Ts to the #CPMTC2024 and they shared what they learned @MandyMathEd’s #RoughDraftMath with other Ts—who stacked it to their teaching routines and loved how their Ss responded! “I loved that, from the start of the task, Ss knew they were *expected* to revise their work!”

@MandyMathEd @mmcdowell13 And the T revised her own thinking. She first asked Ss for ideas on how to start and got NO Ss responses. Just rephrasing how she asked the question, to include “rough draft”, got more Ss responses!

@MandyMathEd I borrow “stacking” from @mmcdowell13 and I understand it to mean implementing a new strategy by connecting it to something my Ts are already doing. This T used the language of “rough draft” in how she asked Ss to start a task—“I want to see your rough draft ideas.”