Rationale for PDU

• Our students have historically struggled in problem solving.

• As teachers, we had different instructional approaches to problem solving, which we thought could be improved.

• We saw this as an opportunity to find effective solutions and align our teaching practices.

Student Goals

Students will: Become accurate, efficient, and reflective problem solvers Communicate precisely and coherently their mathematical ideasAnalyze and evaluate the mathematical thinking and strategies of others

Team Goals• Build our capacities and effectiveness to teach

problem solving strategies and critical thinking skills.

• Facilitate engaging mathematical classroom discussions by using effective talk moves.

• Reflect on our own learning and modify our

teaching practices as necessary to ensure student success.

Alignment to Campus Goals

*Lowest passing average

in Area 1 schools

CIP Performance Objective: Increase students meeting or exceeding STAAR passing standards in Math.

Alignment to Campus Goals• Campus-wide Math Implementation Plan: “Problem of the Day”

• 3rd Grade Team SLO: Students will use a variety of strategies and will apply

mathematics to solve problems connected to everyday experiences.

Campus Demographics

Use of Resources

Classroom Discussions in Math

“Teaching Through Problem Solving,”

from Elementary and Middle School Mathematics: Teaching

Developmentally, Eighth Edition Article contained at beginning of

Lone STAAR Rigorous Problem Solving, Pearson

Professional DevelopmentNovember 13, 2013 Transforming Mathematics Teaching: Problem Solving vs. Solving Problems (K-12)November 13, 2013Region XIII, Educational Service CenterName of Presenters: Mary Headley and Susan HemphillFocus: Mathematical Problem SolvingAttendees: Caroline Braun, Monica Clark, Michelle Navarro, Rebecca Flournoy,

PDU Strategies

Artifacts/Student Work

Instructional Strategies• Rigorous problem solving• Talk Moves •Math Congress

Rigorous Problem Solving• Rigorous word problem provided can include:– Multi-steps– Multiple solutions – Extraneous Information– Novel problem situations

• Class discussion of important information • Students work in pairs to plan, solve and check• Sharing/Class Discussion

VIDEO INSERT

• INSERT Mabinty video here of her working with her partner

Rigorous Problem Example

• At the fair, there are 36 children in line to ride the roller coaster. The roller coaster has 10 cars. Each car holds 4 children. How many children can sit 3 to a car and how many children can sit 4 to a car.

Student Artifacts

Student Artifacts

Impact/Outcomes of Rigorous Problem Solving

• Students became flexible thinkers• Students learned a variety of strategies• Students gained confidence in problem solving• Teachers aligned instructional practices• A bank of rigorous problems were created to

share with campus

Talk Moves• Talk moves were used throughout our study as we read the

resource Classroom Discussions in Math.

• To help us facilitate discussions, we created a table of Math Talk Tips to guide us when we encountered common problems.

• At first it was difficult to use all Talk Moves simultaneously, so we decided to focus on 1 talk move at a time for a 2 week period.

Wait Time/Turn & Talk

Problem:Only one student or no students volunteer to talk.

Turn and talk to your

neighbor, I’ll wait.

Turn and talk to your

neighbor, I’ll wait.

Who Can Repeat?

Problem:Other students haven’t heard or might not understand a student’s idea.

Can you repeat that,

Fernando?

Can you repeat that,

Fernando?

Say More

Problem:Student’s answer is wrong or difficult to understand.

Say more about what

you’re thinking.

Say more about what

you’re thinking.

Press for Reasoning

Problem:A student needs to deepen his/her understanding.

Why do you think that?Why do you think that?

Re-voicing

Problem:Student has trouble explaining their thinking.

So you are saying… Did I

get that right?

So you are saying… Did I

get that right?

Impact/Outcomes of Talk Moves

• Decreased teacher talk• Increased student talk• Impacted all other subject areas• Developed effective teacher habits• Student written and oral communication

improved

Talk Moves Video

• INSERT Talk Moves Video Here

Math Congress Process• Present rigorous problem

Student work preparation–Pairs of students form different classes discuss important information and make a plan to solve–Make large posters of their work–Plan presentation to share with the classMath Congress–The whole group gathers to discuss two or three solutions strategically selected by the teacher

• Highlight new strategies • Compare different strategies• Clarify common misconceptions

–Students listen to the ideas of others, question what they do not understand and defend their thinking

Math Congress Student Examples

Math Congress Video

• MICHELLE!!!! Put math congress video HERE!!

Impact/Outcomes of Math Congress

• Improved student confidence• Students learned importance of justifying

work• Improved ability to express ideas orally• Generated community across grade levels• Increased enthusiasm around math

Results Of PDU• Pre/Post Test Data• 3rd Grade MOY Data• SLO Data•Work Sample Data• Attitude Data

Problem Solving Test Data

3rd Grade MOY I & MOY II Data

Pre/Post Test SLO Third Grade Data

2nd & 3rd Grade Work Samples

Attitude Survey Problem Solving PDU

Student Interviews

• INSERT INTERVIEW VIDEO HERE!!!!!

Future Instructional Plans• Students will be challenged to write their own multi-step

story problems to be solved by their peers

• Utilize Math Talk Moves Anchors of support from National Council of Teachers of Mathematics (NCTM)

• Expand Talk Moves to all content areas

• Pre/Post Problem Solving Assessment Next Year

• Implement Math Congress campus-wide

Future Professional DevelopmentExpansion

•August Staff Development PD

•On-going site based PD

•East Side Vertical Team District Wide Staff

Development