Rounding Up

Organizing Board Space to Support Reasoning & Connection, Part 1, with Dr. Tutita Casa & Katherine Mack ROUNDING UP: SEASON 5 | EPISODE 1 Classroom boards have traditionally been a space that belongs to the teacher, even as technology changes. What would it look like to rethink our relationship with the board, repositioning it as a shared space for teachers and students alike? In part 1 of this two-part series, Mike sits down with Dr. Tutita Casa and Katherine Mack from the University of Connecticut to talk about ways teachers can establish norms and develop practices that make the board a shared space that reflects students' reasoning. BIOGRAPHIES Tutita Casa is an associate professor of elementary mathematics education at the Neag School of Education at the University of Connecticut. Her work is aimed at supporting teachers to empower students to grapple with the mathematics and engage with the discipline in ways similar to how mathematicians go about their work. Katherine Mack is a doctoral student in curriculum and instruction at the University of Connecticut. She examines how elementary teachers can facilitate mathematical discourse by repositioning the instructional board as a space that centers student reasoning and makes it visible. RESOURCES Listen to Tutita's last appearance on the podcast. TRANSCRIPT Click here for a full episode transcript. CHAPTERS 00:00 - Introduction • Rethinking the Classroom Board 00:43 - Making the Board Student-Centered 03:40 - Shifting Classroom Norms 08:31 - Capturing Student Reasoning 11:35 - Helping Students Follow the Math Story 14:19 - Using Color & Space for Clarity 18:57 - Adapting Board Work in the Moment 22:14 - Connecting Spoken Language to Written Math 24:51 - Wrapping Up • Part 2 Coming Soon

Looking Ahead to Season 5 Rounding Up returns next week for its fifth season, examining even more ideas, concepts, and practices that shape teaching and learning in elementary mathematics classrooms. This season, we invite our listeners to engage with us by leaving a comment on our website, mathlearningcenter.org/podcast. We look forward to hearing from you! TRANSCRIPT Mike Wallus: Rounding Up returns for Season 5 next Thursday, September 3rd, with brand-new episodes. We'll examine ideas, concepts, and practices that shape teaching and learning in elementary mathematics classrooms. I'm your host, Mike Wallus, the vice president of educator support at The Math Learning Center, the organization behind the Bridges in Mathematics curriculum for early childhood learners all the way through fifth grade. This season, we'll chat with experts in classroom infrastructure— Tutita Casa: We're trying to take those unspoken norms that the board is a space that traditionally is led by the teacher, commanded by the teacher, too often didactically, and how can we open up that space to reflect what our students are thinking? Mike: Content— Patrick Sullivan: I felt like my teaching improved exponentially when I just started listening to my students. And I'm like, "Oh, they don't really understand that the way I thought they would." And OK, so now I can modify and I can latch on to what they're telling me as opposed to just me thinking, "Oh, this is what's going to be best." Mike: Math identity and classroom culture— Fawnda Norman: Math is about making connections and communicating with each other. It's not just about solving the problem and getting the right answer. And so, if we can get students to communicate with each other, they're gonna learn that they are all mathematicians and we can all do this. Mike: Identifying critical moments in the classroom— Jamila Riser: Where's this moment in the lesson where the students have potentially the greatest, most visible opportunities to make the key connections that they had identified in the lesson to reach that goal? Mike: And a whole lot more. Make sure to subscribe on your preferred podcast app so you don't miss an episode, or head over to mathlearningcenter.org/podcast, where you can share your thoughts and experiences relating to each episode with us. Rounding Up is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover their mathematical confidence and ability.

Recording Student Thinking During a Mathematics Discussion with Nicole Garcia ROUNDING UP: SEASON 4 | EPISODE 24 Learning to record students' mathematical thinking might best be described as "on-the-job training" with a great deal of trial and error and a lot of practice. In this rereleased episode from Season 1, Nicole Garcia from the University of Michigan talks about the practice of recording student thinking and offers insight on this challenging but crucial practice. BIOGRAPHY Nicole Garcia is an experienced mathematics teacher, professional developer, and teacher educator focused on practice-based approaches to teacher learning. In her work as the associate director of TeachingWorks at the University of Michigan, she supports teachers, coaches, administrators, and teacher educators to ensure that all students have access to strong instruction. RESOURCES "Recording Student Thinking in a Mathematics Discussion" journal article Inside Mathematics website TRANSCRIPT Click here for a full episode transcript.

Making Sense of Fractions with Susan Empson, PhD ROUNDING UP: SEASON 4 | EPISODE 23 For quite a few adults, fractions were a stumbling block in their education, causing them to lose their footing and begin to doubt their ability to make sense of math. But this doesn't have to be the case for our students! In this rerelease of an episode from Season 2, we're talking with Susan Empson, PhD, about big ideas in fractions and how we can make them more meaningful for our students. BIOGRAPHY Susan B. Empson is an emerita professor in the department of Learning, Teaching, and Curriculum at the University of Missouri. She and Vicki Jacobs are currently collaborating on a National Science Foundation research grant to study elementary teachers' learning and development centered on teaching in ways that are responsive to children's mathematical thinking in the domain of rational numbers. Her research on children's thinking about fractions is the topic of her 2011 book, Extending Children's Mathematics: Fractions and Decimals (with co-author Linda Levi), and she has published widely in refereed journals, including Cognition and Instruction, Journal for Research in Mathematics Education, Educational Studies in Mathematics, Teaching Children Mathematics, and Journal of Mathematics Teacher Education. She has been a researcher of Cognitively Guided Instruction since 1989 and is a co-author of Children's Mathematics: Cognitively Guided Instruction (1st and 2nd editions). RESOURCES Extending Children's Mathematics: Fractions and Decimals book by Susan B. Empson and Linda Levi Mathematics Teacher: Learning and Teaching PK-12 journal articles authored and co-authored by Susan Empson TRANSCRIPT Click here for a full episode transcript.

Breaking the Cycle of Math Trauma with Kasi Allen, PhD ROUNDING UP: SEASON 4 | EPISODE 22 If you are an educator, you've likely heard people say things like "I'm not a math person." While this may make you cringe, if you dig a bit deeper, many people can identify specific experiences that convinced them that this was true. In fact, some of you might secretly wonder if you are a math person as well. In this rerelease of an episode from Season 3, we're talking with Kasi Allen, PhD, about math trauma: what it is and how educators can take steps to address it. BIOGRAPHY Kasi Allen serves as the vice president of learning and impact at The Ford Family Foundation. She holds a PhD degree in educational policy and a bachelor's degree in mathematics and its history, both from Stanford University. RESOURCES "Jo Boaler Wants Everyone to Love Math" article in Stanford Magazine R-RIGHTS Learning to Love Math by Judy Willis, MD TRANSCRIPT Click here for a full episode transcript.