No strategy is efficient for a student who does not yet understand it. (Humphreys & Parker, 27 pag.)

If both sense and meaning are present, the likelihood of the new information getting encoded into longterm memory is very high. (Sousa, 28 pag.)

When we teach for understanding we want comprehension, accuracy, fluency, and efficiency. If we are efficient but have no firm understanding or foundation, is learning – encoding into longterm memory – happening?

We don’t mean to imply that efficiency is not important. Together with accuracy and flexibility, efficiency is a hallmark of numerical fluency. (Humphreys & Parker, 28 pag.)

What if we make I can make sense of problems and persevere in solving them and I can demonstrate flexibility essential to learn?

If we go straight for efficiency in multiplication, how will our learners overcome following commonly known misconception?

common misconception: (a+b)²=a² +b²

correct understanding: (a+b)²=a² +2ab+b²

The strategies we teach, the numeracy that we are building, impacts future understanding. We teach for understanding. We want comprehension, accuracy, fluency, and efficiency.

How might we learn to show what we know more than one way? What if we learn to understand using words, pictures, and numbers?

What if we design learning episodes for sense making and flexibility?

Continue the pattern: 18, 27, 36, ___, ___, ___, ___

Lots of hands went up.

18, 27, 36, 45, 54, 63, 72 Yes! How did you find the numbers to continue the pattern?

S1: I added 9. (Me: That’s what I did.)
S2: I multiplied by 9. (Me: Uh oh…)
S3: The ones go down by 1 and the tens go up by 1. (Me: Wow, good connection.)

Arleen and Laura probed and pushed for deeper explanations.

S1: To get to the next number, you always add 9. (Me: That’s what I did.)
S2: I see 2×9, 3×9, and 4×9, so then you’ll have 5×9, 6×9, 7×9, and 8×9. (Me: Oh, I see! She is using multiples of 9, not multiplying by 9. Did she mean multiples not multiply?)
S3: It’s always the pattern with 9’s. (Me: He showed the trick about multiplying by 9 with your hands.)

Without the probing and pushing for explanations, I would have thought some of the children did not understand. This is where in-the-moment formative assessment can accelerate the speed of learning.

There were several more examples with probing for understanding. Awesome work by this team to push and practice. Arleen and Laura checked in with every child as they worked to coach every learner to success. Awesome!

I was so curious about the children’s thinking. Look at the difference in their work and their communication.

By analyzing their work in the moment, we discovered that they were seeing the patterns, getting the answers, but struggled to explain their thinking. It got me thinking…How often in math do we communicate to children that a right answer is enough? And the faster the better??? Yikes! No, no, no! Show what you know, not just the final answer.

My turn to teach.

It is not enough to have the correct numbers in the answer. It is important to have the correct numbers, but that is not was is most important. It is critical to learn to describe your thinking to the reader.

How might we explain our thinking? How might we show our work? This is what your teachers are looking for.

The children gave GREAT answers!

We can write a sentence.
We can draw a picture.
We can show a number algorithm. (Seriously, a 4th grader gave this answer. WOW!)

But, telling me what I want to hear is very different than putting it in practice.

It makes me wonder… How can I communicate better to our learners? How can I show a path to successful math communication? What if our learners had a learning progression that offered the opportunity to level up in math communication?

What if it looked like this?

Level 4
I can show more than one way to find a solution to the problem. I can choose appropriately from writing a complete sentence, drawing a picture, writing a number algorithm, or another creative way.

Level 3
I can find a solution to the problem and describe or illustrate how I arrived at the solution in a way that the reader does not have to talk with me in person to understand my path to the solution.

Level 2
I can find a correct solution to the problem.

Level 1
I can ask questions to help me work toward a solution to the problem.

What if this became a norm? What if we used this or something similar to help our learners self-assess their mathematical written communication? If we emphasize math communication at this early age, will we ultimately have more confident and communicative math students in middle school and high school?

What if we lead learners to level up in communication of understanding? What if we take up the challenge to make thinking visible? … to show what we know more than one way? … to communicate where the reader doesn’t have to ask questions?

How might we impact the world, their future, our future?

But what if I can’t attend to precision yet? What if I need help? How might we make a pathway for success?

Level 4:
I can distinguish between necessary and sufficient conditions for definitions, conjectures, and conclusions.

Level 3: I can attend to precision.

Level 2:
I can communicate my reasoning using proper mathematical vocabulary and symbols, and I can express my solution with units.

Level 1:
I can write in complete mathematical sentences using equality and inequality signs appropriately and consistently.

How many times have you seen a misused equals sign? Or mathematical statements that are fragments?

A student was writing the equation of a tangent line to linearize a curve at the point (2,-4). He had written: y+4=3(x-2)

And then he wrote:

He absolutely knows what he means: y=-4+3(x-2).

But that’s not what he wrote.

Which student responses show attention to precision for the domain and range of y=(x-3)²+4? Are there others that you and your students would accept?

How often do our students notice that we model attend to precision? How often to our students notice when we don’t model attend to precision?

Attend to precision isn’t just about numerical precision. Attend to precision is also about the language that we use to communicate mathematically: the distance between a point and a line isn’t just “straight” – it’s the length of the segment that is perpendicular from the point to the line. (How many times have you told your Euclidean geometry students “all lines are straight”?)

But it’s also about learning to communicate mathematically together – and not just expecting students to read and record the correct vocabulary from a textbook.

Many students would struggle much less in school if, before we presented new material for them to learn, we took the time to help them acquire background knowledge and skills that will help them learn. (Jackson, 18 pag.)

We want every learner in our care to be able to say

But…what if I can’t? What if I have no idea what to look for, notice, take note of, or attempt to generalize?

Investing time in teaching students how to learn is never wasted; in doing so, you deepen their understanding of the upcoming content and better equip them for future success. (Jackson, 19 pag.)

Are we teaching for a solution, or are we teaching strategy to express patterns? What if we facilitate experiences where both are considered essential to learn?

We want more students to experience the burst of energy that comes from asking questions that lead to making new connections, feel a greater sense of urgency to seek answers to questions on their own, and reap the satisfaction of actually understanding more deeply the subject matter as a result of the questions they asked. (Rothstein and Santana, 151 pag.)

What if we collaboratively plan questions that guide learners to think, notice, and question for themselves?

What do you notice? What changes? What stays the same?

Indeed, sharing high-quality questions may be the most significant thing we can do to improve the quality of student learning. (Wiliam, 104 pag.)

How might we design for, expect, and offer feedback on procedural fluency and conceptual understanding?

Level 4
I can attend to precision as I construct a viable argument to express regularity in repeated reasoning.

Level 3 I can look for and express regularity in repeated reasoning.

Level 2
I can identify and describe patterns and regularities, and I can begin to develop generalizations.

Level 1
I can notice and note what changes and what stays the same when performing calculations or interacting with geometric figures.

If we are to harness the power of feedback to increase student learning, then we need to ensure that feedback causes a cognitive rather than an emotional reaction—in other words, feedback should cause thinking. It should be focused; it should relate to the learning goals that have been shared with the students; and it should be more work for the recipient than the donor. (Wiliam, 130 pag.)

But what if I can’t look for and express regularity in repeated reasoning yet? What if I need help? How might we make a pathway for success?

Level 4
I can attend to precision as I construct a viable argument to express regularity in repeated reasoning.

Level 3 I can look for and express regularity in repeated reasoning.

Level 2
I can identify and describe patterns and regularities, and I can begin to develop generalizations.

Level 1
I can notice and note what changes and what stays the same when performing calculations or interacting with geometric figures.

What do you notice? What changes? What stays the same?

Can we use CAS (computer algebra system) to help our students practice look for and express regularity in repeated reasoning?

What do we need to factor for the result to be (x-4)(x+4)?
What do we need to factor for the result to be (x-9)(x+9)?
What will the result be if we factor x²-121?
What will the result be if we factor x²-a2?

We can also explore over what set of numbers we are factoring using the syntax we have been using. And what happens if we factor x²+1. (And then connect the result to the graph of y=x²+1.)

What happens if we factor over the set of real numbers?

Or over the set of complex numbers?

What about expanding the square of a binomial?

What changes? What stays the same? What will the result be if we expand (x+5)²? Or (x+a)²? Or (x-a)²?

What about expanding the cube of a binomial? Or expanding (x+1)^n, or (x+y)^n?

What if we are looking at powers of i?

We can look for and express regularity in repeated reasoning when factoring the sum or difference of cubes. Or simplifying radicals. Or solving equations.

Through reflection and conversation, students make connections and begin to generalize results. What opportunities are you giving your students to look for and express regularity in repeated reasoning? What content are you teaching this week that you can #AskDontTell?

“For assessment to function formatively, the results have to be used to adjust teaching and learning; thus a significant aspect of any program will be the ways in which teachers make these adjustments.” Inside the Black Box: Raising Standards Through Classroom Assessment Black and Wiliam

How do students reflect on their work? What opportunities are offered to help students carry the essential learnings from first semester through second semester and/or into the next level of learning?

I’m interested and curious about different strategies and methods used to help learners process and reflect on their exam experience and the accumulation of what they know. Since each learner will have different bright spots and strengths, what strategies are used to differentiate for intervention and enrichment?

We aim to get “in the weeds” about reflection and intervention. We want every child to reflect on what they could demonstrate well and where they need additional help. We do not want them to move to the next year with any doubt or weakness if we can help now. But, how do we know who needs help? We collect data, and we let our learners gather data. We need to be informed; they need to be informed. We are a team working toward the goal of mastery or proficiency for all learners.

Our process:

Return the exam to the learner on the first day back.

Have each learner complete the exam analysis and reflection form (shown below) to identify strengths and areas of need.

Write a reflection about strengths, struggles, and goals.

Report results on our team’s Google doc. (This is a copy; feel free to explore and “report” data to see how it feels. You can view the results here.)

Meet in team to review all results and analyze for groups to design and provide necessary intervention and additional learning experiences.

All assessments 2nd semester will have questions from first semester essential learnings to offer learners the opportunity to show growth and to help with retention.

We would love it if others would share methods and strategies for helping learners grow from an exam experience. How do students reflect on their work?

What opportunities are offered to help students carry the essential learnings from first semester through second semester and/or into the next level of learning?

But…What if I think I can’t? What if I have no idea how to contextualize and decontextualize a situation? How might we offer a pathway for success?

We have studied this practice for a while, making sense of what it means for students to contextualize and decontextualize when solving a problem.

Students reason abstractly and quantitatively when solving problems with area and volume. Calculus students reason abstractly and quantitatively when solving related rates problems. In what other types of problem do the units help you not only reason about the given quantities but make sense of the computations involved?

What about these problems from The Official SAT Study Guide, The College Board and Educational Testing Service, 2009. How would your students solve them? How would you help students who are struggling with the problems solve them?

There are g gallons of paint available to paint a house. After n gallons have been used, then, in terms of g and n, what percent of the pain has not been used?

A salesperson’s commission is k percent of the selling price of a car. Which of the following represents the commission, in dollar, on 2 cars that sold for $14,000 each?

Level 4:
I can create multiple coherent representations of a task by detailing solution pathways, and I can show connections between representations.

Level 3: I can create a coherent representation of the task at hand by detailing a solution pathway that includes a beginning, middle, and end.

Beginning: I can identify and connect the units involved using an equation, graph, or table.

Middle: I can attend to and document the meaning of quantities throughout the problem-solving process.

End: I can contextualize a solution to make sense of the quantity and the relationship in the task and to offer a conclusion.

Level 2:
I can periodically stop and check to see if numbers, variables, and units make sense while I am working mathematically to solve a task.

Level 1:
I can decontextualize a task to represent it symbolically as an expression, equation, table, or graph, and I can make sense of quantities and their relationships in problem situations.

What evidence of contextualizing and decontextualizing do you see in the work below?