Association of Teachers of Mathematics in Maine

2019 - 2020 Book Study 


Welcome to the Taking Action 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. But no worries- because our membership is now free! Just sign up on the link. 


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.

Following is the schedule for our Book Study this year. It will end prior to the Spring Conference on March 19 & 20, where we hope to celebrate our learning together. 


 Oct. 15 Chapter 1  Setting the Stage

 Oct. 29 Chapter 2  Establish Mathematics Goals to Focus Learning

 Nov. 12 Chapter 3 Implement Tasks that Promote Reasoning and Problem Solving

 Dec. 3 Chapter 4 Build Procedural Fluency from Conceptual Understanding

 Dec. 17 Chapter 5 Pose Purposeful Questions

 Jan. 7 Chapter 6 Use and Connect Mathematical Representations

 Jan. 21 Chapter 7 Facilitate Meaningful Mathematical Discourse

 Feb. 4 Chapter 8 Elicit and Use Evidence of Student Thinking

 Feb. 25 Chapter 9 Support Productive Struggle in Learning Mathematics

 Mar. 10 Chapter 10 Putting It All Together

Book Study Posts

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  • 21 Jan 2020 7:54 AM | Anonymous member

    What steps will you take to move your class to a more discourse rich classroom?

  • 21 Jan 2020 7:53 AM | Anonymous member

    Choose a task that has the potential to elicit multiple solution paths from your students. The task should engage students in "doing mathematics" (see chapter 3) and allow for use of multiple representations (see chapter 6). Clearly list the goals that detail the mathematics students will be learning in the lesson. 

  • 21 Jan 2020 7:52 AM | Anonymous member

    Teach the lesson and reflect on how your careful planning helped you manage and facilitate meaningful mathematical discourse that more purposefully moved students towards the intended learning goals.

  • 07 Jan 2020 8:19 AM | Anonymous member

    In an upcoming lesson, how will you model multiple representations for your students and their connections? Please provide some examples.(Note: you can hyperlink a document with your examples if needed)

  • 07 Jan 2020 8:19 AM | Anonymous member

    How will you support your students as they demonstrate and compare multiple representations as tools to show their understanding?

  • 07 Jan 2020 8:18 AM | Anonymous member

    Thinking about Figure 6.1, which representations do you use most often and why?

  • 17 Dec 2019 8:10 AM | Anonymous member

    Either record yourself or have a colleague observe you teaching a lesson. Make note of the questions you asked throughout the lesson. How would you classify the type of questions you used? In what ways would you like to improve your questioning techniques?

  • 17 Dec 2019 8:09 AM | Anonymous member

    How does the interaction and questioning a teacher uses with a student affect student learning?

  • 17 Dec 2019 8:09 AM | Anonymous member

    Think about the most recent discourse in your lesson, did you use a variety of question types, or did you tend to use more of one type of question? How did your questioning support the discourse?

  • 03 Dec 2019 10:39 AM | Anonymous member

    What advice would you give a colleague whose students demonstrate procedural fluency, but lack conceptual understanding?

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