Math❤️mance

@MrJoeMilliano Increasing student curiosity and skepticism should be our top teaching priorities. Curriculum will fall into place.

Which of your STEM education related opinions would get you in this position?

@unprocast Get rid of the grades and we can talk. This might be an interesting way to know if we can move on from a certain topic. It might even be fun depending on how it is framed.

@LieslMcconchie Also, a student's math anxiety is possibly correlated with some teacher's skewed view of what math is during that student's learning journey. Some students can still name the teacher after many years have passed.

If you want "real insight" into what school practices trigger math anxiety, I hope you consider qualitative research methods. Just listen to people - they'll tell you. They'll tell you all about timed math tests & how they were used to sort, shame, & stifle a love of math.

@LieslMcconchie I just had two teacher candidates present EQAO (provincial test) data showing how higher literacy scores in schools were associated with lower affinities for reading and writing.

@JayWamsted We are encouraged to view taking on a student teacher as a part of our professional responsibilities. There is a stipend for us and the uni fees are steep for the students, though. I'd like to see it approached more like a professional apprenticeship.

Student teaching is messed up in two directions. The student teacher isn’t paid to do their full-time work. And the lead teacher isn’t paid to mentor someone in a full-time situation. Like so many aspects of public education, the system exploits anyone who cares about children.

@panlepan @MathforLove Spreadsheet for the win!

@MathforLove 1) Could it be the sum of the first 14 integers? [Calculates it.] 2) could it start with 2 ? How do you know ? How much does that add to the previous sum ? Other hint : what does 2023/14 represent? Yes, you can use a spreadsheet.

2023 is the sum of 14 consecutive whole numbers. What are the numbers? No spoilers please, but if you can think of a good hint, please share!

@mayhematics @MathforLove Nice!

@dhabecker Whenever I hear someone talk about rigor, I imagine it as rigor mortis and a dead, stiff raccoon with four legs in the air. "What happened to him?" "That last worksheet was just too much for him."

I've been thinking of the three components of rigor in mathematics. How might we describe each of the areas other than the center? Here is my try. Can anyone suggest different words or phrases?

@jenniferklawler @dhabecker Nice.

@dhabecker Not sure if it helps with a different word for the center, but I love this description of rigor that comes out of the Ohio Math Pathways work education.ohio.gov/getattachment/…

@teacher2teacher Not to have lessons that sap their energy, but instead sustain them.

How do you boost Ss' energy in the middle of class? #TeacherTwitter

@JustinAion Ours was nicknamed "The Guillotine." Couldn't have taught primary without one.

Wonderful!

Ideas for the Makey Makey? We gettin' fruity wit it!! #mystupidheart #soon #walkofftheearth #shorts youtube.com/shorts/iyKsdDl… via @YouTube

@LongFormMath Chris Spence, former director of the Toronto District School Board. He was found to be a serial plagiarist, resigned and had his teaching credentials removed.

Is there a good academic version of George Santos? A professor who got a very good job by lying about where they went to school, or about what papers they published, or by writing their own letters of rec, or other things like this, and then was caught in spectacular fashion?

@Dean_of_math Math is real and it is in our world. Not all math needs an outside context in order to be real. Integer sequences truly fascinate me, for instance. I do miss making fun of math text questions like ones where it was 'real life' to buy 27 watermelons.

Let's please stop giving math a 'real world context' or telling our students that they'll need it 'in the real world'. Instead, let's make it meaningful right now, to the learners in our room.

@Dean_of_math Essentially, they are the same if the levels are 1 - 4 meaning D - A. They all describe an idea that is not concrete.

My challenging realization— is putting a “level” on a piece of work any different from just putting a percent or mark on the top of it? Sigh. How do we best communicate learning with our students? Yes a rubric can help with this — but is the end effect the same?

@Dean_of_math Not that unpopular an idea, Melissa. My faculty is looking at mastery learning and a pass/fail instead of grades. At least we don't have to assign numbers. Letters, pluses and minuses are bad enough.

Unpopular hot take: we need to stop with percentage grades. Esp on tests. Also, let’s stop with high stakes assessments while we’re at it.

@howie_hua You do help. My students know you and some follow you because they want to use your ideas when they get their own classrooms. Might your anxiety be a superpower that helps you make great vids?

I'll be honest, as a person who takes medication for anxiety, making math videos gives me MORE anxiety. I know it is impossible to make everyone happy but sometimes seeing negative comments sucks. I just want to help lol.

@sophgermain Minimize my direct teaching time.

@ESMathTeacher It depends. Everything gets put through my instant review & reflection process. If it passes, it gets used again. If it doesn't, it gets modified or tossed. Most stuff gets modified somehow.

So, like. Do y’all teachers recycle your old materials as is? Honestly. Do you edit it or print it out from last year?