Equity in Math Choice Course Grade 4 - 8 educators have an opportunity to transform themselves and their classrooms during this course. Participants will receive support to: Build common understanding about the social and historical contexts of math teaching and learning in the US and how these contexts continue to impact the learning of students of color today; Identify the biases that we carry as a result of these contexts; Do math together and reflect on our own identities, beliefs, and practices as math learners and educators; Reflect on how our math identities and beliefs influence the identities, beliefs, and experiences of the math learners in our schools; Build common understanding about principles and practices that support equity and access for all students; and, Apply this learning through concrete changes and evidence-based practices that interrupt racial injustice and advance racial equity in our classrooms.
Cambridge Public Schools Mathematics Department 135 Berkshire Street Cambridge, MA 02141 617.349.6683 Julie Ward Mathematics Coordinator jward@cpsd.us Katisha John Upper School District Math Coach kjohn@cpsd.us Heidi Fessenden Elementary District Math Coach hfessenden@cpsd.us
Watch for Upper School Space to Collaborate / Partnership with Lesley University Come when you can - multiple opportunities! Get paid for your time through the Biogen STAR Network Grant! Meet with other teachers in the district to plan your lessons and problem solve issues. All middle school educators who teach mathematics, including SPED and ELL educators, are welcome!
Fall 2019
Upper School SOA Days Grade 6: January 8 Grade 7: January 16 Grade 8: January 22
Recommended Article: Students Learn More from Inquiry Based Teaching Read more at: http://bit.ly/2PWeceZ
Upcoming CPS Interventionist Meetings
With equity and access at the forefront of our work, we have been conducting observations across the district using an observation tool focused 5 equity-based practices: Going deep with mathematics, Leveraging multiple math competencies, Affirming math learners’ identities, Challenging spaces of marginality, and Drawing on multiple resources of knowledge The tool, found in the Aguirre, Mayfield-Ingram & Martin book “Impact of Identity in K-8 Mathematics" (pictured on the right), highlights look-fors in classrooms that impact student identity along with learning. The tool is a new resource for the department. We welcome and encourage administrators and educators to join us in utilizing this tool during classroom visits in their classrooms and around their building.
Preschool through Grade 2 Innovations in Early Childhood Workshop: Whole Body Math Where: Lesley University When: Tuesday, December 3 | 4:30-6:30PM In this interactive workshop, you'll explore how to implement Whole Body Math strategies in preschool to second grade classrooms. Much of math learning, even with hands-on manipulatives or interactive computer programs, is limited to fine motor engagement and heavily reliant on English language abilities. Whole Body Math creates equity for students who thrive in learning through kinesthetic and sensory engagement. Visit http://bit.ly/2JZlESV for more information and to register!
Elementary
Upper School
Wednesday, Dec. 11
Tuesday, Dec. 3
Tuesday, Jan. 14
Tuesday, Jan. 28
Build Fact Fluency with Visual Flash Cards Great resource for building fact fluency based on conceptual understanding: Math Flips! These visual flashcards encourage students to make connections between images and essential math facts in all categories (addition, subtraction, multiplication, division). All of the materials necessary to make your own sets of Math Flips are on the site, as well as explanations of how to use them: https://mathvisuals.wordpress. com/2019/01/28/math-flips Here is a brief video explaining how to use and make the flash cards: https://vimeo.com/312626727
Counting Collections A structured opportunity for children to count a collection of objects. Children have the opportunity to make sense of these concepts and practice counting in a real context. This experience with counting is foundational for understanding the base-ten system and operating on numbers.
Number Talks Podcast Check out this Number Talks podcast for teachers of all ages, from two number talks gurus, Ruth Parker and Cathy Humphreys, who wrote Making Number Talks Matter. “Seventh grade teachers will say, ‘why are we doing number talks with subtraction of whole numbers? Why don’t we do it to match what we’re teaching?’ Our thinking about that is...we’re building foundations for their learning. The properties that are involved in subtraction of whole numbers are the same properties that are involved in the subtraction of fractions, of integers, of polynomials. The better a student can understand and build on those foundations, the more fluidly they’ll be able to move through the higher levels of math.”
Recent News/Updates The Math Department strives to regularly engage all members of the community in common mathematical experiences, then reflect on those experiences by thinking about what it means to do math and learn math deeply. In late October, we engaged students and families with multiple activities that incorporated estimating, engaging in the “Which One Doesn’t Belong?” instructional routine (LEFT), and creating tessellation art and rek-en-reks along with Cambridge Street and Vassal Lane Upper School educators.
In early November, the Math Department staff facilitated a workshop at the Agenda for Children Out of School Time Symposium (RIGHT). The purpose and focus of the events aligned with the department’s strategic objectives around equity and access, changing mindsets and community engagement. Participants engaged in instructional routines that Cambridge teachers utilize in their instruction throughout K-8.