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Making Sense of Mathematics

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Conteúdo fornecido por Room to Grow Math. Todo o conteúdo do podcast, incluindo episódios, gráficos e descrições de podcast, é carregado e fornecido diretamente por Room to Grow Math ou por seu parceiro de plataforma de podcast. Se você acredita que alguém está usando seu trabalho protegido por direitos autorais sem sua permissão, siga o processo descrito aqui https://pt.player.fm/legal.

In this episode of Room to Grow, our hosts discuss ways to support student sense-making in teaching and learning mathematics. Building out on the ideas shared in Episode 3 of Room to Grow, Curtis and Joanie dive more deeply into what it means for students to “make sense of mathematics.”
They discuss what it looks and sounds like when students are making sense, as opposed to just repeating back learned ideas, and consider which classroom structures and teacher moves might best support students’ sense-making.
They acknowledge that sense-making is not more or less important than learning mathematical skills and fluency, but that it is a part of deep learning and of a student’s ability to generalize their understanding.
As Peter Liljedahl says in Building Thinking Classrooms, “The goal of building thinking classrooms is not to find engaging tasks for students to think about. The goal of thinking classrooms is to build engaged students that are willing to think about any task.”

We encourage you to explore the resources below, referenced in this episode:

Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing [email protected]. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

  continue reading

47 episódios

Artwork
iconCompartilhar
 
Manage episode 418190605 series 2913493
Conteúdo fornecido por Room to Grow Math. Todo o conteúdo do podcast, incluindo episódios, gráficos e descrições de podcast, é carregado e fornecido diretamente por Room to Grow Math ou por seu parceiro de plataforma de podcast. Se você acredita que alguém está usando seu trabalho protegido por direitos autorais sem sua permissão, siga o processo descrito aqui https://pt.player.fm/legal.

In this episode of Room to Grow, our hosts discuss ways to support student sense-making in teaching and learning mathematics. Building out on the ideas shared in Episode 3 of Room to Grow, Curtis and Joanie dive more deeply into what it means for students to “make sense of mathematics.”
They discuss what it looks and sounds like when students are making sense, as opposed to just repeating back learned ideas, and consider which classroom structures and teacher moves might best support students’ sense-making.
They acknowledge that sense-making is not more or less important than learning mathematical skills and fluency, but that it is a part of deep learning and of a student’s ability to generalize their understanding.
As Peter Liljedahl says in Building Thinking Classrooms, “The goal of building thinking classrooms is not to find engaging tasks for students to think about. The goal of thinking classrooms is to build engaged students that are willing to think about any task.”

We encourage you to explore the resources below, referenced in this episode:

Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing [email protected]. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

  continue reading

47 episódios

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