Welcome to ATOMIM's Becoming Math Online Book Study!

Hopefully, you had an opportunity to join us at a Dine & Discuss. If not, that's okay, too. To participate in the online forum, you must be a member of ATOMIM.

Our rules here are simple: Keep it professional and respectful. Take a moment to read through others' comments. Use the reply option if you have a question or comment on someone else's post. We can make this an interactive space - an ongoing conversation - and get the most out of our learning together.

Each Thursday, we will post two prompts for that week's chapter. You may choose which prompt to respond to. It's okay to go back to previous weeks if you fall behind. The posting schedule is below. You can find all of the chapter prompts here. We've also linked each chapter below to the corresponding page on Tracy's website. And if you have a twitter account, feel free to tweet using the hashtag #becomingmath and include @mainemath.

9/28 - 10/25 Welcome to the Book Study

11/2 - 11/8 Chapter 1: Breaking the Cycle

11/9 - 11/15 Chapter 2: What Do Mathematicians Do?

11/16 - 11/22 Chapter 3: Mathematicians Take Risks

11/30 - 12/6 Chapter 4: Mathematicians Make Mistakes

12/7 - 12/13 Chapter 5: Mathematicians Are Precise

12/14 - 12/20 Chapter 6: Mathematicians Rise to a Challenge

1/4 - 1/10 Chapter 7: Mathematicians Ask Questions

1/11 - 1/17 Chapter 8: Mathematicians Connect Ideas

1/18 - 1/24 Chapter 9: Mathematicians Use Intuition

1/25 - 1/31 Chapter 10: Mathematicians Reason

2/1 - 2/7 Chapter 11: Mathematicians Prove

2/8 - 2/14 Chapter 12: Mathematicians Work Together and Alone

2/15 - 2/21 Chapter 13: "Favorable Conditions" for All Math Students

<< First  < Prev   1   2   3   Next >  Last >> 
  • 16 Nov 2017 9:07 PM | Anonymous member (Administrator)

    Have you ever complained that your students won't try (page 32)? What patterns have you noticed? What strategies have you tried? Do you have any new ideas to try after reading this chapter?

  • 11 Nov 2017 7:36 PM | Anonymous member (Administrator)

    Have a conversation with your students around words such as easy, hard, fast, slow, right, wrong, or around the question, What does it mean to be good at math? Record the conversation and transcribe or summarize it. What did you learn?

  • 11 Nov 2017 7:35 PM | Anonymous member (Administrator)

    What have you observed about how students use the phrase "This is easy" in your classroom? What has been the effect?

  • 07 Nov 2017 10:14 AM | Anonymous member

    It's hard for me to see so much negative reaction to mathematics, as we see in the word collection posted in the book.  I "get" math, so its hard for me to relate to those who have such an adverse reaction to it.  The best I can do in my teaching is try to stay open to students and to make it safe for them to engage with the material and ask clarifying questions.

  • 01 Nov 2017 7:28 PM | Anonymous member (Administrator)

    Identify one word in the mathematcians' word cloud on page 5 that isn't currently part of your math classroom and explain how you can incorporate it this year.

  • 01 Nov 2017 7:24 PM | Anonymous member (Administrator)

    Take a look at the word cloud generated by dine & discuss participants. In what ways is it similar to or different from the mathematicians' word cloud (page 5)?

  • 28 Sep 2017 4:00 AM | Anonymous member (Administrator)

    Please take a moment to introduce yourself to the group.

    • Where do you work?
    • What education level or group do you work with?
    • What is your greatest hope for this book study?
    • What is your biggest fear about this book study?
<< First  < Prev   1   2   3   Next >  Last >> 
Powered by Wild Apricot Membership Software