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This Week in Math Ed: October 7, 2016

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Math Ed Said

September 30: Six different links (some math-related, some not) were shared four times this day, but one stands out to me: "Pentomino Puzzles" by Jon Orr. The post describes an activity using Pentominoes and a hundred grid chart, with students generalizing the patterns they find.

Shared by: Jon Orr, Fred G. Harwood, Rebecca Price, David Keller

October 1: Nautilus published a nice story about Richard Guy called "An 'Infinitely Rich' Mathematician Turns 100."

Shared by: Steve Humble, POWER Org Math, Patrick Honner, Paul Morris, Steven Strogatz, Egan J Chernoff, Carrie Muir

October 2: Dylan Kane wrote about "Discovery," in which he justifies the reasons he thinks it's not always a good idea to let students figure things out for themselves.

Comment: As I mentioned in the comments of Dylan's post, there's some good research from the field of science education that is useful here. Furtak, Seidel, Iverson, and Briggs (2012) did a meta-analysis of inquiry-based science teaching studies and drew distinctions between types of inquiry, including whether inquiry-based activities were teacher-guided or student-led. When compared to traditional instruction, they found that inquiry approaches had positive effects. However, teacher-guided inquiry approaches had a mean effect size more than double the size than for student-led inquiry. In math education, these kinds of results support the push-back against pure "discovery" approaches, which are often described as having little to no teacher guidance. Historically, this also supports Freudenthal's decision to shift his philosophies about learning mathematics from "reinvention" to "guided reinvention," which stressed the role of the teacher in instruction.

Shared by: Dylan Kane, Michael Pershan, Henri Picciotto, Josh Fisher, Jon Orr, Matthew Oldridge, Bryan Meyer

Cathy Fosnot at the 2015 NCTM Annual Meeting
October 3: The most shared link this day goes to a webinar that's no longer available, sadly. However, with a little digging I can see people were excited about a new book by Cathy Fosnot called Conferring With Young Mathematicians at Work, which builds on her Young Mathematicians at Work series.

Shared by: Pam Harris, Brian Bushart, TCM - NCTM, Katherine Bryant, Christina Moore, Early Math, Jennifer Lawler

October 4: Desmos.com is doing something they call the "Desmos Fellows Potluck," in which they ask for Desmos users to create and share graphs from things that interest them.

Shared by: Desmos.com, Bob Lochel, Dan Anderson, Jennifer Lawler, Mary Bourassa, Michael Fenton, Joshua Bowman

October 5: Jason Merrill shared a model of flipping a water bottle in Desmos.

Shared by: Shauna Hedgepeth, Kate Owens, Brett Parker, Eli Luberoff, Shelley Carranza, Shelby Aaberg, Anna Vance, Denis Sheeran, Michael Fenton, Scott Leverentz, Luke Walsh, Brandi Moore, Andrew Stadel, Chris Lusto, George Carganilla, Chris Adams

October 6: In recognition of World Teachers' Day, Springer has made a number of research articles and book chapters free for the month of October, including the special issue of the Journal of Mathematics Teacher Education that I had an article in, focused on "Mathematics Teachers as Partners in Task Design."

Shared by: Raymond Johnson, Shauna Hedgepeth, Tom Snarsky, Egan J Chernoff, Jennifer Lawler

Around the Math Ed Web

There are only a few hours left to get the early-bird registration discount for the NCTM Regional Conferences in Phoenix and Philadelphia. If you're wanting a discount on Innov8, you have until next Friday, October 14th.

Last week at the Global Math Department meeting, Linda Dacey presented "Unleashing the Power of Math Games and Puzzles, K-5." Next week you can look forward to "Teaching Ideas to Prepare Your Students for the AP Stats Exam" with Amy Hogan, Bob Lochel, and Doug Tyson.

The #TCMchat next Wednesday will focus on the article "Assessming Students' Understanding of Fraction Multiplication."

Research Notes

Added to the Journal of Mathematical Behavior, we have:
And that's it. If you're looking for more, you might check out the journal Research in Mathematics Education, which is published by Routledge and the British Society for Research into Learning Mathematics. I'm not sure why this journal hasn't been on my radar, but you can see the current issue here.

Math Ed in the News

Math Ed in Colorado

Math Day at Colorado State University

Math Day at CSU is Thursday, November 3. Math Day is a day of individual and team competitive mathematics for high school students, with scholarships available for high-performing students. The cost is $20 per student and registration is by recommendation of high school teachers. The registration deadline is Monday, October 24.

Calculus Center @ CSU

For a glimpse at the kind of support CSU students get in calculus, see "New Calculus Center offers study help and camaraderie" in CSU's Source.

Mathematics of Voting

The next meeting of the Rocky Mountain Math Teachers' Circle will be October 8 from 8:30 to noon at 1201 Larimer St., Room 4125. The topic will be the mathematics of voting, and you need to RSVP to attend.

Teaching English Learners Workshop now in Bayfield, Too

If you have emerging bilingual students in your class, and you want to know more about helping them access mathematical content, there are now two upcoming workshops to attend. Rebekah Ottenbreit of CDE is offering "Teaching Math to English Learners" on October 18 in Grand Junction, and on October 20 in Bayfield. The all-day workshop will offer tools and strategies for making math more accessible to English learners through teaching the Colorado English Proficiency (CELP) standards. You can register for the workshop on the CDE website.

Job Opportunity

Fort Lewis College in Durango is looking for a non-tenure track lecturer with statistics experience.

Math on the "Planes"

Registration for next February's conference is open. The focus will be Tier 1 and Tier 2 interventions for K-5 math students, with Dr. Karen Karp as the workshop leader.

This Week in Math Ed: October 14, 2016

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Math Ed Said

October 7: After initially getting stumped when tasked with turning bottle flipping into a math lesson, Dan Meyer (with the help of commenters) comes through with "I Was Wrong About #BottleFlipping."

Shared by: Dan Meyer, Dawn DuPriest, Nancy Terry, Kat Hendry, Kimberly Wassmuth, April Pforts, Eddi Vulić, Avery Pickford, Martin Joyce

October 8: This Quanta article was a popular long-read for the weekend. "Meet the New Math, Unlike the Old Math" takes a patient look at the role of standards in math and science education reform.

Shared by: Mike Thayer, Tom Boito, Steven Strogatz, Jennifer Lawler, Kathy Henderson, Greg George

Polygon in Polygon
October 9: Here's a rather mesmerizing "Polygon in Polygon," created in Desmos, that illustrates the patterns made by the vertices of a square when it "rolls" around on the inside of different kinds of polygons.

Shared by: solve my maths, Taylor Belcher, John Golden, Eddi Vulić, Malke Rosenfeld, Dan Anderson, Jennifer Michaelis

October 10: Graham Fletcher wrote about "Geometric Subitizing: A Different Kind of Number Talk." It certainly looks clever, and I hope teachers of young students who are willing to try it take a bit of a researcher's eye when sharing how the activity works with their students.

Shared by: Graham Fletcher, Jamie Duncan, Justin Bock, Joe Schwartz, Mike Flynn, John Golden, Shauna Hedgepeth, Jennifer Lawler, Amanda Haskell

October 11: It's posts like this that exemplify the rewards I feel for digging through everything that gets shared each week. Joe Schwartz wrote about "Unknown Unknowns," in which by asking students to say everything they know about a figure he finds out so much more than asking them to solve a single problem.

Shared by: Marilyn Burns, Nicole Bridge, Lenny VerMaas, John Golden, Gregory Taylor, Simon Gregg, Kristin Gray, Denise Gaskins, Brian Bushart, TCM - NCTM, Michael Jerrell, T R

October 12: A recent OECD report says "Math Students From High-Performing Countries Memorize Less, PISA Shows." Not too surprisingly, there's also an association between students who say they rely on memorization in mathematics and students who claim higher levels of anxiety towards mathematics.

Shared by: DeAnn Huinker, Lane Walker, Egan J Chernoff, Heather Johnson, Peg Cagle, Shauna Hedgepeth, Laurie Hailer, Ethan Weker, Chris Shore, Ilona Vashchyshyn

October 13: The website Getting Smart talks about the forthcoming curriculum from Open Up Resources in their post, "Middle School Math: Comprehensive and Open."

Shared by: Kate Nowak, Jen Silverman, Martin Joyce, Illustrative Maths, Kristin Gray, Nik Doran, Sadie Estrella, David Petersen, Bridget Dunbar, Andrew Gael, Bridget Dunbar

Around the Math Ed Web

This week's #TCMchat focused on the article "Assessming Students' Understanding of Fraction Multiplication." Next week it's the #MTMSchat for the middle school crowd, and the free article to be discussed is "All Talk and More Action" by Maryellen Williams-Candek.

This week's Global Math Department meeting was "Teaching Ideas to Prepare Your Students for the AP Stats Exam" with Amy Hogan, Bob Lochel, and Doug Tyson. Next week you can look forward to "6 Hand Signals That Bring Learning to Life" with Ellie Cowen and Megan Nee.

Research Notes

Appearing in the November 2016 issue of Educational Studies in Mathematics:
New in Mathematical Thinking and Learning:
The November 2016 ZDM is out, and it takes the theme of "Methods for helping early childhood educators to assess and understand young children's mathematical minds."
There's one math ed-related article in the October 2016 issue of the American Educational Research Journal:
I've been checking Paul Ernest's web page every week in the hopes of seeing something new, and today I've been rewarded with a new issue of the Philosophy of Mathematics Education Journal. The articles are Word docs, which I'd rather not link to, so here's a link to the whole issue and a list of the articles:
  • "The Euclidean Tradition as a Paradigm for Scientific Thinking" by Melissa Andrade-Molina and Ole Ravn
  • "The Mathematics of Space-Time and the Limits of Human Understanding" by Paul Ernest
  • "Revisiting Piaget: Could Postformal Thinking be the Next Step?" by Elizabeth Scott-Janda and Gulden Karakok
  • "On Student Understanding of the Concept of Infinity" by Michael Gr. Voskoglou
  • "The Contribution of Teacher Confidence to 'Excellent' Mathematics Teaching" by Judith McCullouch
  • "Teachers' Professed Beliefs about the Nature of Mathematics, its Teaching and Learning: Inconsistencies among Data from Different Instruments" by K. G. Garegae
  • "A Concept of Mathematical Certainty and the Gettier Problem" by Sergei Korchevoi
  • "Normative Judgments attached to Mathematical Proofs" by Eyob Demeke
  • "Existence of Numbers: From a Philosophical Perspective" by Min Bahadur Shrestha
  • "Critical Analysis of the Foundations of Pure Mathematics" by Temur Z. Kalanov
  • "Mathematics for Human Flourishing" by Luke Tunstall
  • "Using Sets to Make Sense of the World: A Case Study of One Man's Vision" by F. Keith Robins

Math Ed in the News

Math Ed in Colorado

Elementary Mathematics Specialist Endorsement

I am looking to recruit people interested in doing the work necessary to establish an elementary mathematics specialist endorsement in Colorado. Such an endorsement has been wished-for by quite a number of people in K-12 and higher ed, and we now have an opportunity to do the work in the coming weeks. From the COmath community, I'm especially interested in elementary teachers with extra mathematics training, like a math major or minor, or other specific preparation to teach mathematics. The committee will probably consist of 4-6 representatives from higher ed, 4-6 district math specialists, and 4-6 classroom teachers who have extra training and expertise in mathematics teaching. Volunteers from rural districts would be especially appreciated! Email me if you are interested and I will follow up with more information in the coming days.

Computer Science Standards Input Meetings

During the 2016 legislative session, the Colorado General Assembly passed House Bill 16-1198 requiring CDE to develop academic standards for computer science for secondary students. The new law allows districts to elect to adopt these standards for their high school students. These voluntary, secondary computer science standards must be adopted by the State Board of Education by July 2018, and CDE is hosting three stakeholder meetings in October and November to engage a broad array of stakeholders to inform the development process:
  • Monday, October 31 in Pueblo
  • Monday, November 14 in Denver
  • Thursday, November 17 in Grand Junction
There will also be a webinar on Monday, November 28 from 3:30 to 5:00. For more information and to register to attend any of these meetings, see the announcement on the CDE Standards and Instructional Support webpage.

Math Day at Colorado State University

Math Day at CSU is Thursday, November 3. Math Day is a day of individual and team competitive mathematics for high school students, with scholarships available for high-performing students. The cost is $20 per student and registration is by recommendation of high school teachers. The registration deadline is Monday, October 24.

Teaching English Learners Workshop now in Bayfield, Too

If you have emerging bilingual students in your class, and you want to know more about helping them access mathematical content, there are now two upcoming workshops to attend. Rebekah Ottenbreit of CDE is offering "Teaching Math to English Learners" on October 18 in Grand Junction, and on October 20 in Bayfield. The all-day workshop will offer tools and strategies for making math more accessible to English learners through teaching the Colorado English Proficiency (CELP) standards. You can register for the workshop on the CDE website.

Job Openings

Fort Lewis College in Durango is looking for a non-tenure track lecturer with statistics experience.

CDE has two jobs which aren't math ed, but they might be of interest to someone who reads this. First, we're looking for an Assessment Principal Consultant who would oversee assessments for Grades 10 and 11. Second we need a Digital Literacy Instructional Specialist who would work in the department and with schools around issues related to ed tech and digital literacy.

Math on the "Planes"

Registration for next February's conference is open. The focus will be Tier 1 and Tier 2 interventions for K-5 math students, with Dr. Karen Karp as the workshop leader.

This Week in Math Ed: October 21, 2016

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Math Ed Said

October 14: A story in BBC News called "Maths becomes biology's magic number" says the future of biology research will involve a lot of mathematical modeling, and well-trained researchers who know how to avoid pitfalls of working with big data.

Shared by: Kat Hendry, Mathematics cian, Steven Strogatz, John Gunn, Jim Noble, Eddi Vulić, Keith Jones, Steve Humble, Malyn Mawby

October 15: AMTE, the Association of Mathematics Teacher Educators, has shared draft standards for mathematics teacher preparation and asks you to read them and provide feedback by Tuesday, November 15.

Shared by: Carrie Muir, Sharon Vestal, David Hallowell, Jennifer Lawler, Douglas H. Clements, Travis Olson, Ed Dickey

October 16: People were sharing new youcubed videos that answer the question "What is number sense?" These Jo Boaler productions demonstrate flexibility in calculations and come in both English and Spanish.

Note: If liked the youcubed number sense videos, you might really like Cathy Fosnot's "What is numeracy?" video:


Cathy Fosnot - What is numeracy? from LearnTeachLead (1) on Vimeo.

Shared by: Alyssa Kodroff, Aimee Shackleton, Math Coach Rivera, David Keller, Mark Chubb, Matthew Oldridge, Terry Kaminski, Jo Boaler, Karyn Vogel

October 17: Wendy Menard was featured in the MfA Teacher Voices blog with "Enrich and Enhance Your Professionalism through Blogging." Like so many of us, she's experienced both individual and community benefits through blogging and sharing with others about math education.

Shared by: Patrick Honner, Cary Behrendt, John Golden, James Cleveland, Kit G, Math for America

October 18: Tuesday was Global Math Department day, but the presentation people were sharing was last August's "Exploding Dots: Uniting Elements of the K-12 Curriculum and Beyond" by James Tanton.

Shared by: TCM - NCTM, Kit, James Tanton, Global Math, Sadie Estrella, Brian Bushart

October 19: An article in Slate called "How technology can facilitate classroom discussion" (originally seen in The Hechinger Report) looked at Desmos's Activity Builder, Classkick, and Pear Deck, three apps that have added features to make technology use in the classroom more social.

Shared by: Nicole Muth, Amanda Haskell, Jason Merrill, Heather Kohn, Heather Johnson, Dan Anderson, Jennifer Blinzler, Eli Luberoff, Bob Lochel, Dan Meyer

October 20: Ibram X. Kendi's article "Why The Academic Achievement Gap Is A Racist Idea" makes the claim that achievement gaps don't just measure racism, but even the idea of an achievement gap conditions us to think in terms of racial hierarchies, which have a long history in American academia.

Shared by: Jennifer Lawler, Laura Wagenman, Rochelle Gutierrez, Bryan Meyer, Karen King, Robert Berry, Nicole M. Joseph

Around the Math Ed Web

Did you miss last week's #MTMSchat? If so, you can scroll back through these tweets and see what people had to say about Maryellen Williams-Candek's article, "All Talk and More Action." Next up on Wednesday: #MTchat.

Gail Burrill at the 2016
ASSM Annual Meeting
Global Math last week featured "6 Hand Signals That Bring Learning to Life" with Ellie Cowen and Megan Nee. Next week, Gail Burrill will be presenting "Reasoning from Definitions & Theorems: An Important Calculus Practice."

James Middleton is giving a webinar on Wednesday called "'Why Should I?' Insight Into the Choices Students Make Regarding Mathematics Engagement" as part of their Innov8 series.

There is an ASCD webinar on Thursday called "Lesson Imaging in Mathematics and Science: Mindfully Planning for Inquiry Instruction" with Michelle Stephan, David Pugalee, Julie Cline, and Chris Cline.

If you prefer to do your learning in person, go to Phoenix! On Tuesday NCSM is holding their Fall Leadership Seminar prior to NCTM's Conference from Wednesday through Friday.

Research Notes

Are you a professional development facilitator who works with elementary teachers? You might be interested in participating in a research pilot of some geometry materials from a project led by Tim Boerst, Kara Suzuka, Deborah Ball, and Hyman Bass at Michigan, with partners at the University of Denver and AIR.

Three new articles have appeared for the December 2016 issue of The Journal of Mathematical Behavior:
The December 2016 issue of the International Journal of Science and Mathematics Education is out, and here are the math-related articles:
Paul Ernest has been busy! Fresh off last week's new issue of the Philosophy of Mathematics Education Journal, he's followed it with a special issue stemming from the philosophy of math education group at ICME 13. Again, it's mostly links to Word docs, so here's a link to the whole issue and a list of the articles:
  • An Overview of the Philosophy of Mathematics Education by Paul Ernest
  • Philosophy of Mathematical Practice: What is it All About? by Jean Paul Van Bendegem
  • Politics of Meaning in Mathematics Education by Ole Skovsmose
  • The Language of Mathematics in a Historical, Epistemological, and Educational Perspective by Ladislav Kvasz
  • The Teaching of Velocity in Mathematics Classes – Chances for Philosophical Ideas by Regina Möller
  • Developments In Philosophy in/of Mathematical Education by Maria Aparecida Viggiani Bicudo
  • The Collateral Damage of Learning Mathematics by Paul Ernest
  • Theoretical Incompleteness: A Driving Mechanism of Evolution in Mathematics Education Research by Iskra Nunez
  • Researchers as Policy Actors? Examining interactions between mathematics education research and PIAAC by Jeff Evans & Keiko Yasukawa
  • The Ockham Razor of Creativity Research In Mathematics Education by Bronislaw Czarnocha, William Baker & Olen Dias
  • Using Family Resemblances for Elaborating Mathematical Rules in Classroom Communication by Jessica Kunsteller
  • Concept Formation as a Rule-Based Use of Words by Michael Meyer
  • Opening a Philosophical Space in the Mathematics Curriculum by Nadia Stoyanova Kennedy
  • Reading Mathematical Texts with Philosophical Methods by Jörn Schnieder & Ingrid Scharlau
  • Journal Rankings and Representation in Mathematics Education by Ryan A. Nivens & Samuel Otten
  • Mathematical Modelling and the Separation of Mathematics from Reality by Uwe Schürmann
  • The Role of Exhibitions by Children in Making Mathematics by Hilary Povey, Gill Adams, Colin Jackson & Emanuela Ughi
  • Teaching Applied Mathematics as a Bridge from Philosophy of Science to Philosophy of Mathematics Education by Peter Collignon
  • Philosophy of Mathematics and its Relevance In Maths Classroom by Durga Prasad Dhakal
  • The Production of Knowledge in Mathematics Education Research Groups in Brazil by Anderson Afonso da Silva & Maria Aparecida Viggiani Bicudo
  • History of Scientific and Academic Production in Mathematics Education: Representation, Institution and Policy by Filipe Santos Fernandes
  • Complexity and Mathematics Education by Fayez M. Mina
  • From Essence to Existence in Mathematics Education by Allan Tarp
  • Possibilities of the Phenomenological Approach and of Philosophical Hermeneutics in Type Search State of Art by Fernanda Aparecida Ferreira & Cintia A. Bento dos Santos
  • Epistemology of Teachers about the Mathematical Knowledge by Karla Sepúlveda Obreque & Javier Lezama Andalón
  • Geometry: Of What it Treats? by Taís Barbariz

Math Ed in the News

Math Ed in Colorado

Colorado Academic Standards Survey

If you missed the announcement a few days ago, here it is again. Please reply to the survey by November 13!

CDE invites educators, educational leaders, parents, students and the general public to share their perceptions of the Colorado Academic Standards through an online survey available through Nov. 13. To participate, click here.

The results of the survey will inform the department’s planning for the upcoming review and revision of the standards, required by Senate Bill 08-212, known as Colorado’s Achievement Plan for Kids (CAP4K). The law requires a review and revision of the CAS on or before July 1, 2018 and every six years thereafter.

In addition to the survey on general perceptions of the standards, CDE will launch an online feedback system in November which will enable all educators and others to provide specific feedback on every expectation within the 10 content areas included in the Colorado Academic Standards.

In early 2017, CDE will provide comprehensive information about the timeline and phases of the standards review and revision process as well as information about how to become involved.
The survey and online standards feedback system can be found at http://www.cde.state.co.us/standardsandinstruction/casreview. General questions and comments about the review and revision process can be sent to standardsreview2018@cde.state.co.us.

COmath Calendar

During a CCTM board meeting a number of us were discussing ways to help bring Colorado math educators together. One idea was to have a centralized calendar, not just for CCTM events, but for all events of interest to math educators in Colorado. You can access it here:
If you have an event you'd like to add to the calendar, email calendar@cctmath.org to submit your request.

Math Day at Colorado State University

The deadline to register for the CSU Math Day is Monday, October 24!

Computer Science Standards Meetings

During the 2016 legislative session, the Colorado General Assembly passed House Bill 16-1198 requiring CDE to develop academic standards for computer science for secondary students. The new law allows districts to elect to adopt these standards for their high school students. These voluntary, secondary computer science standards must be adopted by the State Board of Education by July 2018, and CDE is hosting three stakeholder meetings in October and November to engage a broad array of stakeholders to inform the development process:
  • Monday, October 31 in Pueblo
  • Monday, November 14 in Denver
  • Thursday, November 17 in Grand Junction
There will also be a webinar on Monday, November 28 from 3:30 to 5:00. For more information and to register to attend any of these meetings, see the announcement on the CDE Standards and Instructional Support webpage.

A Stitch in TWiME Saves Nine

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A few people have asked how I assemble each week's "This Week in Math Ed" (TWiME) post, so here's my explainer. It's a good time for me to do this, as this weekend I finally found a way to automate some things.

The Data

For the "Math Ed Said" section of TWiME, I list each day's most-shared post from my list of 1600+ math educators on Twitter. I've been curating this list for years, and by keeping it open in Tweetdeck right next to my timeline it's allowed me to keep my following list smaller and more subject-diverse, while still seeing a big chunk of what math teachers might be talking about in the list. Right now 228 people subscribe to this list, and I do try to keep it curated by only adding people if I see they frequently tweet about math ed. I occasionally have to remove someone if I notice their interests have gone elsewhere.

For the "Research Notes" section of TWiME, I simply have a bookmarks folder with 30+ journals in it. Each week, Chrome questions my sanity with this:

Opening many tabs in Chrome
Opening many tabs in Chrome


From there, I look through every latest journal issue. Most of the time I can recognize if it hasn't been updated since the previous week. If it's new, I open every article page in preparation for inclusion in TWiME.

For the "Math Ed in the News" section, I added a "math education" topic to Google News and personalized Google News to show me an above-average number of math ed stories.

For anything else, it's something I've come across on my own or had emailed to me, as is the case with much of my Colorado news.

My Tools

TWiME, in its current form, is largely possible due to Nuzzel. Nuzzel does the hard work of watching my Twitter list and tracking what gets shared. Nuzzel does have a newsletter feature, but I've never found those kinds of things very popular or attractive.

Nuzzel
Nuzzel


For most of my writing destined for the web, I use Draft. If you've ever thought, "I wish I had something like Google Docs, but simpler, that let me write in Markdown, and could freeze revisions of my writing in time to compare with later," then you're looking for Draft. I can convert Markdown to HTML with Draft, or with any number of other tools.

Draft
Draft


Making links in Markdown is easier than in HTML:

[This is my Twitter profile](https://twitter.com/MathEdnet)

Typing these out was pretty tedious, so the "Copy as Markdown" Chrome extension has been a great timesaver.

Links in TWiME, One at a Time

I try to set aside most of my Fridays for assembling each TWiME, with most of that time spent reading. Still, with around 100 links in each TWiME post, I end up doing this over and over and over:

Copying links from Nuzzel
Copying links from Nuzzel


There's no keyboard shortcut in Copy as Markdown for this, but I can quickly paste in Draft with CTRL+v to produce a Markdown-formatted link:

[John Golden](http://twitter.com/mathhombre)

I've done it this way almost since the beginning. It's tedious. After months of meaning to find a better way, I finally spent the time that will save me time.

Links in TWiME, Saving Time

Instead of getting TWiME out on Friday, I started exploring how I might automate the "shared by" links in the "Math Ed Said" section. First, I checked out the Nuzzel source and found this:

Nuzzel HTML source
Nuzzel HTML source


There's a ton of whitespace in the Nuzzel HTML, but that's no big deal. The big deal is the "externalUserLink" class, which I could search for to isolate the links to Twitter profiles. I started by saving the source into a text file and using simple cat and grep Linux commands:

johnson@flatiron:~/Documents/MathEdnet$ cat nuzzel-source.txt | grep "externalUserLink"
<a class="externalUserLink" target="_blank" href="http://twitter.com/klsilverman">Kirsten Silverman</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/mr_stadel">Andrew Stadel</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/mathhombre">John Golden</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/mathycathy">Cathy Yenca </a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/saravdwerf">Sara VanDerWerf</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/jenblinzler">Jennifer Blinzler</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/jensilvermath">Jen Silverman</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/jensilvermath">Jen Silverman</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/ddmeyer">Dan Meyer</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/NancyTerryMath">Nancy Terry</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/mathhombre">John Golden</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/BridgetDunbar">Bridget Dunbar</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/AllisonPeet">Allison Peet</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/bstockus">Brian Bushart</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/BeckyAfghani">Rebecca Afghani</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/laura_wagenman">Laura Wagenman</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/WIMathCouncil">WMC - WI MathCouncil</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/TCM_at_NCTM">TCM - NCTM</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/KristinFrang">Kristin Frang</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/MathCoachCorner">Donna Boucher</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/jody_guarino">Jody Guarino</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/MathMinds">Kristin Gray</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/NancyTerryMath">Nancy Terry</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/MatthewMaddux">Egan J Chernoff</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/quantgal67">Laurie Hailer</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/ilana_horn">Ilana Horn</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/maanow">MAA</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/CmonMattTHINK">Matt Enlow</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/bkdidact">Andrew Gael</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/pmacoun">Phil Macoun</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/NancyTerryMath">Nancy Terry</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/Vanes63">Vanessa Garcia</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/bstockus">Brian Bushart</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/ryan_psmith">Ryan Smith</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/geogebra">GeoGebra</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/ProfNoodlearms">TJ Hitchman</a>
<a class="externalUserLink" target="_blank" href="http://twitter.com/j_lanier">Justin Lanier</a

Bingo! That gave me all the "shared by" links on the entire page, and I could manually pick out the ones that matched the most-shared story. Unfortunately, the links aren't in Markdown, and I don't need the class and target parameters in my links. I've done a lot of scripting in Bash and could probably figure out how to do the reformatting, but something told me this was an opportunity to push myself to get more Python experience.

Switching to Python meant I needed equivalent tools for things like grep and cut, which I found explained on Stack Overflow. I've read files line-by-line in Python before, so I could reuse those lines of code from previous projects. Then a thought struck me: Instead of saving the Nuzzel HTML source as a file, how difficult would it be for the script to grab the source itself?

Answer: Really easy. Like "add a library and two lines of code" easy. It's handled by the urllib2 Python module. Before long, I had a script that asked me for a date, fetched the page, then parsed line-by-line looking for storyTitle and externalUserLink with some if statements:

#!/usr/bin/python
import os, sys, string, urllib2

base = "http://nuzzel.com/MathEdnet/mathed?sort=friends&when="
date = raw_input('Enter date, Nuzzel-style: ')
url = base+date

f = urllib2.urlopen(url)

for line in f:
if "storyTitle" in line:
url = line.split('"')[7]
title = line.split('>')[2]
title = title.split('<')[0]
print "\n"
print "**Date**: "+"["+title+"]"+"("+url+")"+"\n\n"+"*Shared by:",
if "externalUserLink" in line:
url = line.split('"')[3]
name = line.split('>')[1]
name = name.split('<')[0]
print "["+name+"]"+"("+url+"),",

In 21 lines, I ask for the date, construct the URL, get the source, then find/isolate/format both the story title and the shared-by links. The split command cuts the line into pieces, with me telling it which piece I want. (I'm so glad Nuzzel is consistent with its formatting!) When the script is run, I get this output:

johnson@flatiron:~/Documents/MathEdnet$ bin/sharers.py
Enter date, Nuzzel-style: 10212016

**Date**: [Marcellus the Giant](http://blog.mrmeyer.com/2016/marcellus-the-giant/)

*Shared by: [Kirsten Silverman](http://twitter.com/klsilverman), [Andrew Stadel](http://twitter.com/mr_stadel), [John Golden](http://twitter.com/mathhombre), [Cathy Yenca ](http://twitter.com/mathycathy), [Sara VanDerWerf](http://twitter.com/saravdwerf), [Jennifer Blinzler](http://twitter.com/jenblinzler), [Jen Silverman](http://twitter.com/jensilvermath), [Jen Silverman](http://twitter.com/jensilvermath), [Dan Meyer](http://twitter.com/ddmeyer), [Nancy Terry](http://twitter.com/NancyTerryMath),

**Date**: [Math with Bad Drawings](http://bstockus.wordpress.com/2016/10/20/math-with-bad-drawings/)

*Shared by: [John Golden](http://twitter.com/mathhombre), [Bridget Dunbar](http://twitter.com/BridgetDunbar), [Allison Peet](http://twitter.com/AllisonPeet), [Brian Bushart](http://twitter.com/bstockus), [Rebecca Afghani](http://twitter.com/BeckyAfghani), [Laura Wagenman](http://twitter.com/laura_wagenman),

**Date**: [Addictive Game for Practicing Combinations for Ten](http://www.mathcoachscorner.com/2014/10/addictive-game-for-practicing-combinations-for-ten/)

*Shared by: [WMC - WI MathCouncil](http://twitter.com/WIMathCouncil), [TCM - NCTM](http://twitter.com/TCM_at_NCTM), [Kristin Frang](http://twitter.com/KristinFrang), [Donna Boucher](http://twitter.com/MathCoachCorner),

**Date**: [Story Not Available At This Time](http://www.teachingchannel.org/blog/2016/10/21/illustrative-mathematics-collaborate/)

*Shared by: [Jody Guarino](http://twitter.com/jody_guarino), [Kristin Gray](http://twitter.com/MathMinds), [Nancy Terry](http://twitter.com/NancyTerryMath),

**Date**: [Turns Out, Counting on Your Fingers Makes You Smarter](http://www.wsj.com/articles/turns-out-counting-on-your-fingers-makes-you-smarter-1477065563)

*Shared by: [Egan J Chernoff](http://twitter.com/MatthewMaddux), [Laurie Hailer](http://twitter.com/quantgal67), [Ilana Horn](http://twitter.com/ilana_horn),

**Date**: [Do You Love or Hate Math and Science?](http://www.quantamagazine.org/20161020-science-math-education-survey)

*Shared by: [MAA](http://twitter.com/maanow), [Matt Enlow](http://twitter.com/CmonMattTHINK), [Andrew Gael](http://twitter.com/bkdidact),

**Date**: [Top 10 Tools for Creating Digital Quizzes](http://www.educatorstechnology.com/2016/10/top-10-tools-for-creating-digital.html)

*Shared by: [Phil Macoun](http://twitter.com/pmacoun), [Nancy Terry](http://twitter.com/NancyTerryMath),

**Date**: [#ShadowCon16](http://bstockus.wordpress.com/shadowcon16/)

*Shared by: [Vanessa Garcia](http://twitter.com/Vanes63), [Brian Bushart](http://twitter.com/bstockus),

**Date**: [Cat Maze](http://www.geogebra.org/m/Z3bry2pG)

*Shared by: [Ryan Smith](http://twitter.com/ryan_psmith), [GeoGebra](http://twitter.com/geogebra),

**Date**: [Master of Liberal Arts - MALA - Graduate Program](http://www.sjc.edu/academic-programs/graduate/masters-liberal-arts)

*Shared by: [TJ Hitchman](http://twitter.com/ProfNoodlearms), [Justin Lanier](http://twitter.com/j_lanier),

The output isn't perfect, but it's close. What a huge timesaver! This gives me all the stories and Twitter links I want from the Nuzzel page, and I can manually copy the ones for top story into Draft. I'd need to make the dates right and trim the unnecessary comma at the end of the "Shared by" list while replacing it with an asterisk to make that text italicized. I had been listing the "shared by" from oldest to newest (bottom-up) in TWiME, which the script doesn't do since it's top-down, but I'm really not too concerned about the order.

Then again, I was having fun with my newfound script-fu at this point, and pressed on to find a way to (a) format the dates in the script and (b) grab all seven days at once. That led to this code:

#!/usr/bin/python
import os, sys, string, urllib2
from datetime import datetime, date, time

base = "http://nuzzel.com/MathEdnet/mathed?sort=friends&when="
d = raw_input('Enter date, Nuzzel-style, or enter \"week\": ')

if d != "week":

url = base+d

d = datetime.strptime(str(d), "%m%d%Y")
d = d.strftime("%B %d")

f = urllib2.urlopen(url)

for line in f:
if "storyTitle" in line:
url = line.split('"')[7]
title = line.split('>')[2]
title = title.split('<')[0]
print "\n"
print "**"+d+"**: "+"["+title+"]"+"("+url+")"+"\n\n"+"*Shared by:",
if "externalUserLink" in line:
url = line.split('"')[3]
name = line.split('>')[1]
name = name.split('<')[0]
print "["+name+"]"+"("+url+"),",

if d == "week":

dt = raw_input('Enter first day of your week, Nuzzel-style: ')
dt = datetime.strptime(str(dt), "%m%d%Y")

d1 = dt
d2 = dt.replace(day=dt.day+1)
d3 = dt.replace(day=dt.day+2)
d4 = dt.replace(day=dt.day+3)
d5 = dt.replace(day=dt.day+4)
d6 = dt.replace(day=dt.day+5)
d7 = dt.replace(day=dt.day+6)

d1=d1.strftime("%m%d%Y")
d2=d2.strftime("%m%d%Y")
d3=d3.strftime("%m%d%Y")
d4=d4.strftime("%m%d%Y")
d5=d5.strftime("%m%d%Y")
d6=d6.strftime("%m%d%Y")
d7=d7.strftime("%m%d%Y")

sevendays = [d1, d2, d3, d4, d5, d6, d7]
print sevendays

for i in sevendays:

url = base+i

d = datetime.strptime(str(i), "%m%d%Y")
d = d.strftime("%B %d")

f = urllib2.urlopen(url)

for line in f:
if "storyTitle" in line:
url = line.split('"')[7]
title = line.split('>')[2]
title = title.split('<')[0]
print "\n"
print "**"+d+"**: "+"["+title+"]"+"("+url+")"+"\n\n"+"*Shared by:",
if "externalUserLink" in line:
url = line.split('"')[3]
name = line.split('>')[1]
name = name.split('<')[0]
print "["+name+"]"+"("+url+"),",

You'll see two big if blocks: the top one for dealing with just a single day, and the bottom one for dealing with the whole week. This script still grabs every story from each day, not just the top one, but I like to be able to see other popular stories so that's not a big deal to me. I'm a bit of a clutz with the date formatting. The documentation is pretty helpful, and I think a general lack of experience with Python modules and syntax trips me up or causes me to write more lines of code than I probably need. That's fine with a short script that I'm going to run once a week. It's already going to save me an hour or two, so I'm not worried about losing milliseconds of CPU time.

It feels pretty good to have produced some code that will make my life a little easier. Right now Colorado is in the beginning phases of creating a voluntary set of secondary computer science standards, and it's little projects like this that remind me that even a little bit of scripting knowledge can be powerful. It's something I think every student should have the opportunity to learn and pursue further if they so choose.

This Week in Math Ed: October 28, 2016

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Math Ed Said

October 21: Dan Meyer explained how a new Desmos activity embodied their design principles in a post titled "Marcellus the Giant."

Shared by: Kirsten Silverman, Andrew Stadel, John Golden, Cathy Yenca, Sara VanDerWerf, Jennifer Blinzler, Jen Silverman, Dan Meyer, Nancy Terry

October 22: A number of people shared a link to a PDF titled "60 iPad and iPhone Apps for the Math Classroom." It's not listed, but I'll plug PhET Interactive Simulations, a CU-Boulder project with some math simulations that recently became available for iOS.

Shared by: David Petro, Jessica Faurote, Matthew Oldridge, Tyler Anderson, Kyle Pearce, Dan Allen

October 23: Sunil Singh's post "Stop Selling Math For Its Usefulness" reminds me of why I think it's so critical for math educators to take a course or otherwise study the perspectives of mathematics and math education. How we define mathematics for our students, and the approach we take in helping them learn mathematics, directly shapes their perspective of math and its utility. And just as this post advocates one of several perspectives, students need multiple perspectives, too.

Shared by: Craig Barton, T R, Jocelyn Dagenais, Federico Chialvo, Cathy Campbell, Matthew Oldridge, Learning Maths, Chris Hunter, Jo Morgan, Edmund Harriss, Brandi Moore, Meleia Bridenstine, Sunil Singh

October 24: Jamie Duncan wrote a post for the Teaching Children Mathematics blog called "Primary Thieves, Part 1." The first paragraph has a great hook:
As a first-grade teacher, I lived in Literacy Land for the first thirteen years of my career. Nearly all primary-grade teachers live there. It’s a great place to be; learning to read, write, and comprehend is critical. Sure, we took day trips to Math Land, but it was less comfortable for us as teachers. We weren’t really sure where Math Land would take us next. We had heard that the older grades were throwing math parties,* but we weren’t invited. So, we just kept to ourselves, doing what we thought was best: using manipulatives and modeling for students in whatever way we (or the publisher’s curriculum) thought they should solve problems.
Shared by: Jennifer Bell, Chris Kalmbach, Steve Wyborney, Adrianne Burns, Brian Bushart, Mark Chubb, Jamie Duncan, Matt Larson, Zak Champagne

Matt Larson at the 2016 NCTM Annual Meeting
October 25: NCTM President Matt Larson announced a significant new initiative aimed at high school. With a working title of Pathways through High School Mathematics: Building Focus and Coherence, NCTM plans to look carefully at the purpose of high school math, define curricular pathways that lead to college pathways and career readiness, and describe exemplar courses.

Shared by: ElementaryMathTeach, Dylan Kane, Brett Parker, Arpi Lajinian, Matt Larson, Raymond Johnson, Farshid Safi, NCTM, Robert Kaplinsky

October 26: It's been a while since Ben Orlin entertained this blog with one of his comics, but here he is again with "The Student-to-Teacher Dictionary," in which Ben promotes an optimistic perspective on things students say that often come across as negative.

Shared by: Denise Gaskins, Shauna Hedgepeth, Joshua Bowman, David Butler, Rebecca Gasper, TJ Hitchman, Brian Bushart, Bowen Kerins, John Golden, Ben Orlin

October 27: Joe Schwartz gave us a "Frowny Face," a short post about an oddly (poorly?) specific estimation worksheet that caused a student frustration and how he resolved it.

Shared by: Brian Bushart, Jim Doherty, Shauna Hedgepeth, Simon Gregg, Joe Schwartz

Around the Math Ed Web

The last day to vote for NCTM Board of Directors is Monday, October 31! If you're a member you should have a link to your ballot in your email.

Don't miss Matt Larson'shigh school announcement people were sharing on the 25th, mentioned above! I think this is a big deal and I'm most interested in seeing where it goes.

Following the #NCTMregionals tweets from this past week will give you the latest from Phoenix, where math educators gathered for NCTM's Regional Conference. Next week NCTM will host a regional in Philadelphia before catching its breath and hosting Innov8 later in November. If you want to catch up on the Ignite sessions from Phoenix, Suzanne Alejandre has the Storify right here.

NCTM has an impressive number of grants available courtesy of the Mathematics Education Trust. If you've ever needed money for attending a conference, purusing some PD, or doing classroom research, there's probably a grant that fits your needs. Applications for this round of funding are due November 4th.

The Global Math Department welcomed Gail Burrill last week for a talk about calculus, and next up is "Children Living in Poverty Can Solve CCSS OA Word Problems" by Karen Fuson.

Tuesday, November 1st is the deadline to nominate someone for NCSM's Taylor/Gilbert National Leadership Award.

Research Notes

I see three new articles in AERA Open:
That's all the research from my regular sources. I realized recently that I probably should keep an eye on Educational Evaluation and Policy Analysis, so here are the math ed-related articles published there so far in 2016:

Math Ed in the News

Math Ed in Colorado

There isn't much new but there's a lot in progress! Here are a few key items in case you missed them:

Colorado Academic Standards Survey

Please reply to the survey by November 13!

CDE invites educators, educational leaders, parents, students and the general public to share their perceptions of the Colorado Academic Standards through an online survey available through Nov. 13. To participate, click here.

The results of the survey will inform the department’s planning for the upcoming review and revision of the standards, required by Senate Bill 08-212, known as Colorado’s Achievement Plan for Kids (CAP4K). The law requires a review and revision of the CAS on or before July 1, 2018 and every six years thereafter.

In addition to the survey on general perceptions of the standards, CDE will launch an online feedback system in November which will enable all educators and others to provide specific feedback on every expectation within the 10 content areas included in the Colorado Academic Standards.

In early 2017, CDE will provide comprehensive information about the timeline and phases of the standards review and revision process as well as information about how to become involved.

The survey and online standards feedback system can be found at http://www.cde.state.co.us/standardsandinstruction/casreview. General questions and comments about the review and revision process can be sent to standardsreview2018@cde.state.co.us.

Computer Science Standards Meetings

During the 2016 legislative session, the Colorado General Assembly passed House Bill 16-1198 requiring CDE to develop academic standards for computer science for secondary students. The new law allows districts to elect to adopt these standards for their high school students. These voluntary, secondary computer science standards must be adopted by the State Board of Education by July 2018, and CDE is hosting three stakeholder meetings in October and November to engage a broad array of stakeholders to inform the development process:
  • Monday, October 31 in Pueblo
  • Monday, November 14 in Denver
  • Thursday, November 17 in Grand Junction
There will also be a webinar on Monday, November 28 from 3:30 to 5:00. For more information and to register to attend any of these meetings, see the announcement on the CDE Standards and Instructional Support webpage.

COmath Calendar

During a CCTM board meeting a number of us were discussing ways to help bring Colorado math educators together. One idea was to have a centralized calendar, not just for CCTM events, but for all events of interest to math educators in Colorado. You can access it here:
If you have an event you'd like to add to the calendar, email calendar@cctmath.org to submit your request.

A Social Networking Experiment

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Last month Andrew Stadel asked a good question:

I've often wondered the same thing. For me, I saw Andrew's question as an opportunity to set up an instance of GNU social, which is an open source, federated social network from the Free Software Foundation with a number of Twitter-like features. What does it mean to be federated? It means there can be many GNU social servers and a user on one server can communicate with users on other servers.

We've grown accustomed to companies running social services designed to keep us within their site. GNU social is more like email: it doesn't matter if you use Gmail, Yahoo, your work email, or you set up your own server in your basement. Every email server can talk to every other email server. If the math ed community ever wanted to go rogue and leave Twitter behind (or Twitter left us), I can foresee the possibility of a social.mathed.net, a social.globalmathdepartment.org, a social.desmos.com, etc., and we'd be free to establish an identity on whichever one we chose and we could still follow and chat with those on other servers.

Now that you know a little about the technology, I'm inviting you to join a temporary "social sandbox" I've set up just so I can learn first-hand what running a social site entails. The installation wasn't difficult -- it probably took me less than an hour to install and configure. It's running on a little test server that might be easily overwhelmed, but that's okay. Just consider anything you post to be disposable, as I will take down the site before the end of 2016.

Try it at socialsandbox.mathed.net.

This Week in Math Ed: November 4, 2016

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Math Ed Said

Fawn Nguyen
October 28: Fawn Nguyen gave us some insights into her practice with a post called "Good-Enough-for-Now Curriculum," where she discusses the resources she uses, how those resources differ in the thinking they demand of students, and what she finds is worth grading.

Shared by: Fraction Talks, Debbie Hurtado, Jennifer Blinzler, Shaunda McQueeney, Scott Leverentz, Dan Anderson, Samuel, Ilana Horn, Ilona Vashchyshyn, Kimberly Wassmuth, Andrew Gael, Laura Wagenman, Kit G, Bridget Dunbar, John Golden

October 29: Two posts rose to the top this day. First, Tom Rademacher's talks about the lack of easy answers in "My Name Is Tom. I've Been a Teacher for 10 Years and I Still Get My Ass Kicked Nearly Every Day." Second, Mark Chubb lays out the long game in "How our district improved…." Far from the typical, "I tried this for two weeks and things are better," this post takes the 10-year view of math initiatives in his district and the long-term gains they're now enjoying.

Shared by: (for Tom) Kit, Becca Phillips, Mickie Gibbs, Laura Wagenman; (for Mark) Ann Elise Record, Mark Chubb, Tyler Anderson, Margie Pearse

October 30: Sara VanDerWerf wrote about "Visualizing Exponential, Power & Logarithmic Functions." The title is pretty self-explanatory and I suggest you check out the visualizations for yourself.

Shared by: Kit G, Bryan Anderson, Jennifer Lawler, David Butler, Heather Sugrue, Sara VanDerWerf, Ashley Bingenheimer

October 31: Graham Fletcher reintroduces a time estimation task in "The One-Handed Clock in a Digital Era."

Shared by: Dana Williams, Mark Chubb, Simon Gregg, Andrew Gael, Math Coach Rivera, Ryan Dent, Charlotte Sharpe, Mike Flynn, Graham Fletcher

November 1: Nat Banting illustrates a community cross-pollination effort with "#MTBoS Connected: Fraction Talks and WODB."

Shared by: Denise Gaskins, Ilona Vashchyshyn, Jocelyn Dagenais, Simon Gregg, Nat Banting, Fraction Talks

November 2: MindShift is back with "How One School Changed Its Math Culture, Starting With Teachers." The article focuses on one D.C. school that leveraged work on growth mindsets to change students' relationships with mathematics.

Shared by: Kimberly Wassmuth, Kristin Manna, Jennifer Lawler, Regan Galvan, John Golden, Nancy Terry

November 3: 2017 NCTM Regional Conference proposals are due December 1, and several people were encouraging each other to submit. There's less than a month to go, and don't let it get lost in the holidays! In 2017 the regionals are in Orlando and Chicago.

Shared by: Annie Fetter, Lisa Bejarano, David Coffey, Megan Schmidt, David Coffey, Nicole Bridge, NCTM, Zak Champagne, Graham Fletcher

Around the Math Ed Web

Recently speaking for the Global Math Department was Karen Fuson and Steven Smith with "Children Living in Poverty Can Solve CCSS OA Word Problems." Next up is David Wees with "Teachers Learning Together: How Can Instructional Routines Help?."

Wednesday is the next #TCMchat, and the article for discussion is "Selecting and Sequencing Students' Solution Strategies" by Erin Meikle.

Congratulations to NCTM's newly elected board members Robert Q. Berry III, President-Elect; David Ebert, Director, High School Level; and three at-large directors: Linda Ruiz Davenport, DeAnn Huinker, and Daniel J. Teague. You can read more about the new board members on the NCTM website.

The Association of Mathematics Teacher Educators is asking for feedback on a set of standards for math teacher preparation. The deadline to provide input is November 15.

PAEMST nominations are open and due April 1. The application process can take a while, so do it sooner rather than later!

Research Notes

The November 2016 issue of the Journal for Research in Mathematics Education is out:
Here are some recent math ed-related articles in the current issue of Teachers College Record:
The International Journal for Mathematics Teaching and Learning is out with a third issue for 2016:
The South Africa-based journal Pythagoras published its 2nd, 3rd, and 4th articles of 2016:

Math Ed in the News

Math Ed in Colorado

Colorado Academic Standards Survey

It's the last week to complete the standards perception survey! Please reply by November 13!

CDE invites educators, educational leaders, parents, students and the general public to share their perceptions of the Colorado Academic Standards through an online survey available through Nov. 13. To participate, click here.

The results of the survey will inform the department’s planning for the upcoming review and revision of the standards, required by Senate Bill 08-212, known as Colorado’s Achievement Plan for Kids (CAP4K). The law requires a review and revision of the CAS on or before July 1, 2018 and every six years thereafter.

In addition to the survey on general perceptions of the standards, CDE will launch an online feedback system in November which will enable all educators and others to provide specific feedback on every expectation within the 10 content areas included in the Colorado Academic Standards.

In early 2017, CDE will provide comprehensive information about the timeline and phases of the standards review and revision process as well as information about how to become involved.

The survey and online standards feedback system can be found at http://www.cde.state.co.us/standardsandinstruction/casreview. General questions and comments about the review and revision process can be sent to standardsreview2018@cde.state.co.us.

Computer Science Standards Meetings

During the 2016 legislative session, the Colorado General Assembly passed House Bill 16-1198 requiring CDE to develop academic standards for computer science for secondary students. The new law allows districts to elect to adopt these standards for their high school students. These voluntary, secondary computer science standards must be adopted by the State Board of Education by July 2018, and CDE is hosting three stakeholder meetings in October and November to engage a broad array of stakeholders to inform the development process:
  • Monday, November 14 in Denver
  • Thursday, November 17 in Grand Junction
There will also be a webinar on Monday, November 28 from 3:30 to 5:00. For more information and to register to attend any of these meetings, see the announcement on the CDE Standards and Instructional Support webpage.

COmath Calendar

During a CCTM board meeting a number of us were discussing ways to help bring Colorado math educators together. One idea was to have a centralized calendar, not just for CCTM events, but for all events of interest to math educators in Colorado. You can access it here:
  • ICS format (to use in a calendar app): https://calendar.google.com/calendar/ical/cctmath.org_3m8n1fjt6jtidsj52etdgaelnc%40group.calendar.google.com/public/basic.ics
  • HTML format (opens in a browser; use button on lower right to add to your Google Calendar): https://calendar.google.com/calendar/embed?src=cctmath.org_3m8n1fjt6jtidsj52etdgaelnc%40group.calendar.google.com&ctz=America/Denver
If you have an event you'd like to add to the calendar, email calendar@cctmath.org to submit your request.

This Week in Math Ed: November 11, 2016

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Despite the wild week and flood of election stories, the top story shared each day this week in my math ed Twitter list (now at 1623 people!) was about math or math education. I don't know if that is necessarily good or bad, but for me it's a reminder of our community's focus on our students and the important work we do with them.

Math Ed Said

November 4: "Why Are There So Few Women Mathematicians?" asks Jane C. Hu in The Atlantic. For one, she looks at the research of Topaz and Sen at Macalester College who found that of 13,000 editorship positions in math journals, under 9 percent are held by women. Beyond these kinds of statistics, there's a complex landscape of culture, bias, and misogyny in many math departments that can push women away.

Shared by: Dana C. Ernst, Warren J. Code, Heather Johnson, Keith Jones, Egan J Chernoff, Francis Su, MAA, Carrie Muir, Warren J. Code

November 5: I heard a lot of buzz about clothesline activities at a recent NCTM Regional, and now Andrew Stadel has followed up with a gathering of clothesline activities, resources, and tools.

Shared by: Laura Wagenman, Tim McCaffrey, Ed Campos Jr, Chris Shore, Sahar Khatri,CMC - CA MathCouncil, Andrew Stadel, Matt Vaudrey

November 6: Coming at us with even more resources is Glenn Waddell, Jr. with a post cataloging "Different Cooperative Strategies." This is a follow up to a post explaining why he won't use direct instruction.

Shared by: Gregory Taylor, Beth Ferguson, Kate Nowak, Heather Kohn, Heather Sugrue, Lisa Bejarano, Glenn Waddell, Jr.

November 7: Mark Chubb writes about "Questioning the pattern of our questions" and the difference between funneling and focusing.

Shared by: Susan Davidson, Jennifer Lawler, Mark Chubb, Kari Maurer, TCM - NCTM, Robbyn Glinsmann

November 8: Robert Kaplinsky asks, "Is Problem Solving Complex or Complicated?" Robert argues that it's complex, meaning that we shouldn't mislead students into thinking that there's a step-by-step process that always leads to a solution.

Shared by: Kit G, Laura Wagenman, Brandi Moore, Chris Hunter, Lindel, Julia Haun, Christina Sherman, Robert Kaplinsky

November 9: Dan Meyer adds some math to the election results, but not by pouring over vote tallies and margins of victory. Instead, as he describes in "What I'm Working on Today," Dan asks us to focus on what might be making us (and our students) anxious about the results (such as economic or social uncertainties) and think about the kinds of skills students will need to rise above those anxieties.

Shared by: Matt Skoss, Bridget Dunbar, Eli Luberoff, Megan Franke, Elizabeth Statmore, Annie Forest, CPM Director, Tracy Johnston Zager, Karl Fisch, Joshua Bowman, Dan Meyer

November 10: Marilyn Burns's latest blog post discusses "'Student-Centered' vs 'Traditional' Math Teaching." I know it feels like we define these false dichotomies to death sometimes, but in the process I do believe we get something out of it. As another example, Anna Sfard recently used the terms "explorative" and "ritualized" to describe similar approaches to teaching mathematics.

Shared by: John Golden, Mark Chubb, Rebecca Price, Rosa Serratore, Joe Schwartz, Marilyn Burns

Around the Math Ed Web

Kate Nowak looking at a lesson turned upside down, I imagine
Last week in the Global Math DepartmentDavid Wees brought us "Teachers Learning Together: How Can Instructional Routines Help?." Next week it's Kate Nowak's turn with "Turn That Lesson Upside Down."

NCTM Regionals are over, but Innov8 is right around the corner! I'll be there will a small contingent from CCTM, so say hi!

#MTMSchat comes to us this Wednesday to discuss the article "Attending to Precision with Secret Messages" by Courtney Starling and Ian Whitacre.

Don't forget AMTE's deadline to provide feedback on their standards for math teacher preparation. You have until November 15!

Research Notes

Here's what's new in the December 2016 issue of the Journal of Mathematics Teacher Education:
I haven't been updating with new research from the British journal Research in Mathematics Education, but perhaps I should. Here's what's in their third issue of 2016:

Math Ed in the News

Math Ed in Colorado

Note: I mention two different surveys below. The first is new, and lets you give feedback standard-by-standard, and the second is the one I've written about previously, which asks you about your perceptions of the standards.

CDE Launches Online Standards Review System

The Colorado Department of Education (CDE) is currently developing its plan to guide the upcoming standards review and revision process and is actively seeking the input of all interested parties to inform its planning process. In addition to the general standards perception survey initiated in October, CDE has launched an online standards review system. Unlike the perception survey, the online standards review system will enable all Coloradoans to provide specific feedback on each and every expectation within all 10 content areas of the Colorado Academic Standards. The online system will accept feedback from Wednesday, Nov. 9 through Friday, Dec. 30.

The Colorado Academic Standards online perception survey is open through Sunday, Nov. 13. The survey and online standards feedback system can be found at http://www.cde.state.co.us/standardsandinstruction/casreview.

The results of the survey and feedback received through the online system will inform the department's planning for the upcoming review and revision of the standards, required by Senate Bill 08-212, known as Colorado's Achievement Plan for Kids (CAP4K). The law requires a review and revision of the Colorado Academic Standards on or before July 1, 2018 and every six years thereafter.

In early 2017, CDE will provide comprehensive information about the timeline and phases of the standards review and revision process as well as information about how to become involved. This will begin robust public engagement throughout the state and through social media.

If you would like to receive regular updates on the standards review and revision process, you can sign up here: https://www.surveymonkey.com/r/standardsupdate.

Math Day at CSU

I'd like to thank Janet Oien, Mary Pittman, and all the great people in the math department at CSU who welcomed me to their Math Day. The competition was spirited, the jokes were appropriately mathy, and a lot of students got to spend a day at a math party.

PAEMST 2017

The nominations are now open for PAEMST awards for 7-12 math teachers to be awarded in 2017.

Colorado Academic Standards Perception Survey

One last short reminder: You have until November 13 to complete the Colorado Academic Standards perception survey. This is a different survey than the one mentioned above! For more info see the CDE website, and send general questions and comments about the review and revision process to standardsreview2018@cde.state.co.us.

Computer Science Standards Meetings

During the 2016 legislative session, the Colorado General Assembly passed House Bill 16-1198 requiring CDE to develop academic standards for computer science for secondary students. The new law allows districts to elect to adopt these standards for their high school students. These voluntary, secondary computer science standards must be adopted by the State Board of Education by July 2018, and CDE is hosting three stakeholder meetings in October and November to engage a broad array of stakeholders to inform the development process:
  • Monday, November 14 in Denver
  • Thursday, November 17 in Grand Junction
There will also be a webinar on Monday, November 28 from 3:30 to 5:00. For more information and to register to attend any of these meetings, see the announcement on the CDE Standards and Instructional Support webpage.

Innov8 and Positive Directions for NCTM

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I recently attended NCTM's inaugural Innov8 Conference in St. Louis. NCTM promised a different kind of conference, and I would say they delivered — assuming attendees took advantage of the options beyond the usual keynotes, sessions, and exhibit hall.

Conference Content

For those of you interested in the content of the conference, I apologize for keeping this part brief. The theme of the conference was "Engaging the Struggling Learner" and speakers did better to stick to the theme than I expected. The opening keynote with Juli Dixon and her daughters Alex and Jessica was wonderful. The focus of the talk was Alex's struggle to overcome the effects of a stroke she suffered in 6th grade. I'm horribly underselling the talk, and underselling Alex and Jessica, but I will make this point: As much as I want to call both of them extraordinary, I won't. For as impressed as I was with them, I didn't want to leave thinking they were "exceptional," as in "not like all the others." I wanted to leave, hopefully along with everyone else, thinking that all struggling learners were just as amazing as Alex and Jessica, and Alex and Jessica were just as amazing as other struggling learners. In that way, I think the keynote really did hit the key note.

Juli, Jessica, and Alex Dixon

Thursday morning we experienced a rotation of keynote speakers. For me, Amanda Jansen was up first to discuss "rough draft talk," an approach that emphasizes to students that thinking out loud, making mistakes, exploring multiple solutions, and revising our thinking is all a normal part of doing mathematics. Next up was Karen Karp, who had us face the reality that too many struggling learners get worksheets and tricks rather than sound, research-based strategies. Karen recommended checking out the math Practice Guides published by IES, and I will. In fact, let me put them right here so you will, too:
Fawn Nguyen
Last to go was Fawn Nguyen, who stressed productive struggle and choosing high-quality tasks. She had some comments about resisting tracking in her school, and dealing with upset parents, that I think really resonated with other teachers in the room. Before the conference was over, I saw Peg Smith (for the first time, somehow), dipped in and out of Jo Boaler's talks, and got some good stuff out of Melissa Boston's session involving resources from NCTM's Principles to ActionProfessional Learning Toolkit. I find PtoA's effective teaching practices to be right-sized descriptions of practice, and I like seeing different ways they can be used to improve the planning and analysis of teaching.

Conference Format

More than the conference content, I was specifically drawn to Innov8 by NCTM's attempt to shake up their typical conference format. To be sure, Innov8 had typical keynotes and sessions and attendees could make the conference feel like a regular NCTM regional conference if they wished. But what set Innov8 apart (and makes me more likely to return) were its more novel features, Team Time and the Innovation Lounge.

I attended primarily as a member of the board of the Colorado Council of Teachers of Mathematics, and I was joined by three other board members who all had an interest in learning about the conference. In this way we were a team, but not exactly the kind of school-based team NCTM had designed the conference for. The Innov8 schedule had multiple times set aside for teams to tackle what they identified as a "problem of practice," and the researcher in me really wish I could have sat in with some of the groups to see what they identified as their problem and how they thought they might go about tackling it.

NCTM Board Member Cathy Martin in the Innovation Lounge

I thought the Innovation Lounge was the highlight of the conference, and I wonder if others felt the same. In the Innovation Lounge, conference attendees had ample opportunities to come face-to-face with experts in math education in a variety of formats. There was the Book Nook, where attendees could sit with authors to discuss their books, and the Innov8 Bar, where experts in various topics (assessment, motivation, productive struggle, and MTSS) offered advice to groups of 1-8 people seated around a high table. There was also a place for telling teaching stories, getting Twitter and blog advice, and talking to people from The Math Forum.

Matt Larson at the Innov8 Bar

I admit, when I saw NCTM President Matt Larson at the Innov8 Bar talking to a single person, or Jo Boaler overflowing the Book Nook with about 150 people, I wondered if the format was really working. In hindsight, though, I think the format was working just fine. There are some details NCTM needs to work out, but overall I think these issues are reflective of the very hard work NCTM faces in making a personal connection to its members. I feel good that the person who got solo time with an NCTM President will renew their membership and be a more active NCTM member, and in general, NCTM made a positive impression on those who spent some time in the Innovation Lounge. In the future, I think NCTM can do more to let attendees know who some of these experts are and why they're worth talking to. A little bit of celebrity can go a long way.

A large crowd gathered for Jo Boaler's book talk

Positive Directions for NCTM

Two years ago I published a post describing what I saw as NCTM's grand challenge: to shift their focus away from providing content to members and towards providing services, even as their membership shifts from older and more loyal members to younger teachers who are less likely to join organizations. I made some suggestions: Be less faceless as an organization, find teachers where they are, spend more time listening, build a thank you economy with your members, play matchmaker, and guide teachers towards mastery. Here are a few ways I see NCTM moving in these directions:
  • Conferences: The Innov8 Conference had ample amounts of face-to-face time between NCTM board members and other representatives, and I hope it served to facilitate a lot of listening at an organizational level. Similarly, the Annual Meeting in San Francisco featured small-group gatherings between major speakers and attendees. Although conferences are geographically and temporally limited, NCTM needs to make the most of these opportunities for the members dedicated enough to attend.
  • Twitter Chats: In the last few months we've seen NCTM establish a regular schedule of Wednesday-night chats that bring authors of articles in NCTM teacher journals (Teaching Children Mathematics, Mathematics Teaching in the Middle School, and Mathematics Teacher) together with teachers and other math educators for an hour on Twitter. By having authors engage directly in the chats, there are great opportunities for personal connections between experts and members. NCTM is making the articles free to download to help facilitate participation, and I think the upside for NCTM in terms of membership will exceed any potential downside from lost journal subscriptions. Despite the dedication and enthusiasm from math teachers on Twitter, it remains a relatively small audience, but just like conferences, NCTM is working to meet its members where they are.
  • Reaching Out to Critics: I've seen several examples in the past two years of NCTM recruiting teachers (Lisa Henry and Graham Fletcher come to mind) critical of the organization to provide feedback and take active roles within the organization. I don't have the inside knowledge of how these arrangements have been made or the extent of the involvement, but I see so many benefits from this. As members we still don't get much of a window into the workings and disagreements of the NCTM Board of Directors, but it looks good when members can disagree with the organization and then be given a platform to have those ideas heard.
The effects of these changes might not be large, at least not yet, but I think they're steps in the right direction. I do wonder how much my perception of the organization is shaped by my own involvement and the number of relationships I've built with people I see as part of NCTM. Some of the suggestions I made, like playing matchmaker and guiding teachers towards mastery, don't yet seem to be part of NCTM's plans. I know NCTM has entertained ideas related to certifying/credentialing members for their knowledge and skills, but that's a big step that comes with more risks than the efforts they're currently taking.

Lastly, one moment of Innov8 made a big deal to me: At the last minute, I stopped in the NCTM book store to pick up some books. At the register, the NCTM staff member said, "Oh, you're Raymond Johnson!" It was Tracy Cullen, NCTM's communications manager, and the person usually behind the NCTM Twitter account. I realize that the NCTM social media accounts need to represent the organization, not the individual tasked with running them, but I felt a great sense of satisfaction to meet the person doing the hard work of engaging members across multiple accounts and often non during 9-5 hours. So if you're reading this: Hi, Tracy, and thank you!

This Week in Math Ed: November 18, 2016

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I'm so far behind! Going from Innov8 one week to a holiday the next week wasn't good for blogging productivity. Please excuse my tardiness and this abbreviated version of TWiME.

November 11: Geoff Krall gave us "What does it mean to be problem based? An attempt to unwind 'PrBL.'" I appreciate when someone sets their assumptions aside about what we think we know and attempts to define/explain the thing in a more useful way.

Shared by: Kit G., Brian Marks, Carmel Schettino, Wendy Rose Aaron, Erika Bullock, Nicole M. Joseph

November 12: Folks were sharing a "Manifesto on the Teaching of Mathematics" written by Viktor Blåsjö, a Ph.D. candidate at the University of Utrecht. If you're going to think deeply and write about the teaching of mathematics, I can think of few better places in the world than Utrecht.

Shared by: Maria H. Andersen, Fred Feldon, Matthew Oldridge, Jennifer Lawler, Joshua Bowman, Dan McQuillan, Steven Strogatz

November 13: Kristin Gray came up with a way to help teachers prepare to do number talks in their classrooms that she calls "Number Talk Karaoke."

Shared by: Jody Guarino, Jamie Garner, Laura Wagenman, Max Ray-Riek, Lindel, Jana Sanchez, Laura Wagenman, Joe Schwartz, Kristin Gray

November 14: The AMC 8 competition happened on November 15th, so people were sharing a link with information about all the AMC competitions.

Shared by: Jennifer Lawler, TODOS, NCTM, POWER Org Math, John Golden, Malke Rosenfeld, MAA

Matt Larson at the 2016 Innov8 Conference
November 15: In his President's Message, Matt Larson made some really good points in "The Need to Make Homework Comprehensible."

Shared by: Juli K. Dixon, Denise Spangler, Sarah Bush, Christie Madancy, NCTM, Matthew Beyranevand, Greg George, Chris Kalmbach, Matt Larson

November 16: Reflecting on the CMC South conference, Tracy Zager builds from a talk by Megan Franke that highlighted the idea of "Springboarding" directly from counting to problem solving for young learners. There are some great examples in the post, and those of us who teach higher grades might be pleasantly suprised at what students are capable of when they're giving the right opportunities.

Shared by: Lisa Melton Pizzuto, Rosa Serratore, Denise Gaskins, Elham Kazemi, Janice Novakowski, Becca Lewis, Tracy Johnston Zager

November 17: Dan Meyer brings up "Engagement in Math: Three Places to Start" with some basic advice on gaining students' interest.

Shared by: Kit G., Levi Patrick, Brian Bushart, Robert Kaplinsky, Simon Gregg, Jennifer Blinzler, Christy Vehe

As I mentioned, I'm keeping this short in an effort to catch up!

This Week in Math Ed: November 25, 2016

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I'm again keeping this TWiME short as I catch up from conference travel and the Thanksgiving holiday. Thankfully, I remembered to grab all the most-shared posts before that data slipped away from me!

Dan Meyer at the 2016 ASSM Annual Meeting
November 18: For what I assume is a limited time, you can download the Mathematics Teacher article, "Increased Participation and Conversation Using Networked Devices" by Christopher Danielson and Dan Meyer.

Comment: Seeing Dan and Christopher's name on this article gave me the sudden thought, "It's like they're the George Immerzeel and Earl Ockenga of the 2010s." This will only amuse you if (a) you are really knowledgeable about late-70s calculator research or (b) you went to the University of Northern Iowa, as I did, and either knew or knew of these people.

Shared by: Bethany Sansing-Helton, Taylor Belcher, Dan Meyer, Lorraine Males, NCTM - MT

November 19: I'm not sure why a post from July suddenly made the rounds in November, but a number of people were sharing "Research Shows Students Learn Better When They Figure Things Out On Their Own," a post written by Martin Buschkuehl on the MIND Research Institute blog.

Shared by: Laura Wagenman, Kit G., Brian Errey, Rusty Anderson, Taylor Belcher, Becca Phillips, Annie Forest, Alex Overwijk, Margie Pearse

November 20: In a post that would serve well as a case study for teacher discussions, Kim Van Duzer wrote "Tape Diagrams, Big Feelings and other Predicaments of Teaching."

Shared by: Lynsey Gibbons, Ilona Vashchyshyn, Kent Haines, Tyler Anderson, Sadie Estrella, Simon Gregg, Michael Pershan, Tracy Johnston Zager

November 21: Ian Sample in the Guardian wrote a richly-presented article called "Magic numbers: can maths equations be beautiful?"

Shared by: Francis Su, Gary Davis, Egan J Chernoff, Nita Cochran, Simon Gregg, Steven Strogatz, Keith Jones, Geoff Wake, Marcus du Sautoy, Nerissa Gerodias

November 22: Using a nice mix of numberless word problems and a notice/wonder setup, Kristen Gray describes a classroom activity with "Help Kids Understand Math Problems: Take Away The Numbers And the Question!"

Shared by: J. Brown, Margie Pearse, Math Coach Rivera, Laura Wagenman, Rusty Anderson, Amanda Jansen, Kristin Gray

November 23: People were taking an interest in the nominee to become our next Secretary of Education and shared this brief Q+A from Betsy DeVos.

Shared by: Karen Gartland, Josh Fisher, David Hallowell, Dan Anderson, Ilana Horn

November 24: Charles Blow's NY Times opinion piece, "No, Trump, We Can't Just Get Along" struck a nerve with a number of math educators.

Shared by: Annie Perkins, Earl Samuelson, Keith Devlin, Elizabeth Statmore, Bill Thill, Mike Anderson, Eddi Vulić, Karen King, John Allen Paulos, Ματτ, Peg Cagle, Sahar Khatri, Ilana Horn, Kay Endriss, Keith Devlin

This Week in Math Ed: December 2, 2016

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Thanks for everyone's patience as I cut TWiME short for the weeks ending November 18 and November 25. This week I'm caught up again with all the latest research and happenings in math ed.

Math Ed Said

November 25: Twitter traffic on my math ed Twitter list was light and scattered on Black Friday. The most-shared story ended up being the NY Times piece, "In Scotland, Trump Built a Wall. Then He Sent Residents the Bill."

Shared by: Kay Endriss, Dan Bach, Margie Pearse, Keith Devlin, Karen King

November 26: Continuing the post-(U.S)-holiday weekend, five folks were sharing this fun linguistics piece from the NY Times originally published in 2013: "How Y'all, Youse and You Guys Talk." For the record, my answers (which I answered with the words I used where I grew up) indicated I was most similar to speakers in Des Moines, IA; Madision, WI; and Rockford, IL, which is pretty much exactly the area I'm originally from.

Shared by: Kathryn Freed, Megan Schmidt, Mary Williams, Shauna Hedgepeth, Marilyn Burns

November 27: I'd seen balance puzzles like this on paper, but thanks to some friendly sharers on Twitter I now know that EDC has "SolveMe Mobiles" online.

Shared by: Fred G. Harwood, Martin Joyce, Dan Allen, Andrew Gael, Math Coach Rivera, Mark Chubb, Robert Kaplinsky

November 28: Illustrative Mathsasked teachers to blog about how they use IM tasks, like some teachers did with the "G-GPE Squares on a coordinate grid" task.

Shared by: Vanessa Cerrahoglu, Melissa Haun, Jennifer Wilson, Nita Cochran, David Petersen, Kate Nowak, Lisa Bejarano, Nik, Illustrative Maths

November 29: Robert Kaplinsky wrote, "What's the Difference Between Honors and Regular Math Classes?" Only once in my teaching career did I teach honors vs. non-honors sections, and in hindsight the difference between the two was pretty lame and largely an artifact of the school's schedule.

Shared by: Greg George, Jennifer Lawler, Rosa Serratore, Travis Lemon, Alison Hansel, Robert Kaplinsky

November 30: Writing in The Atlantic, Timothy Walker asked, "What Happens When Finnish Educators Teach in America's Public Schools?" The responses from several Finnish teachers who moved to and taught in the United States claim teaching in the U.S. is more restricted and rushed.

Shared by: Glenn Kenyon, Tyler Anderson, Stephanie Ryon, Mike Maki, Keith Devlin, Kate Fisher, Shelly Gibson, Russell West Jr.

December 1: Many of the math ed organizational Twitter accounts were promoting a webinar on December 5th titled "Collective Action to Develop Awareness: Equity and Social Justice in Mathematics Education." This is part of a quarterly webinar series on equity and social justice sponsored by NCSM, TODOS, AMTE, and NCTM.

Shared by: CMC - CA MathCouncil, TODOS, CMC - CA MathCouncil, Bryan Meyer, USU TeachMath, Mark Ellis, TCM - NCTM, NCTM - MT, NCSM

Around the Math Ed Web

I kept the last two TWiME posts (11/18 and 11/25) short in order to catch up following some busy traveling and holiday weeks, but in that time I attended Innov8 and took a lot of photos of the action there. In short, I was impressed with the conference and the mix of regular sessions, team time, and opportunities for small group conversations with experts in the Innovation Lounge.

The most recent big conference event was last weekend's conference of the California Mathematics Council — South. #CMCmath tends to be a large and impactful event, so be on the lookout for conference recaps, video of the opening keynote, and visit the CMC-South conference pages for information and resources.

Note the changes in NCTM's Wednesday night chats this month: There will be a #TCMchat on December 14th around the article "Relational Thinking: What's the Difference?" by Ian Whitacre, Robert C. Schoen, Zachary Champagne, and Andrea Goddard. If you missed them, the most recent #MTchat is Storified here and the #MTMSchat is Storified here.

Here are the two most recent Global Math Department meetings:
And the next GMD meeting:
The Mathematics Leadership Programs at Mount Holyoke College has arranged for an online course starting in January 2017 that brings together many well-known math ed people from Twitter. Titled "Effective Practices for Advancing the Teaching and Learning of Mathematics (K-12)," the course features 10 sessions with 10 instructors: Kaneka Turner, Graham Fletcher, Elham Kazemi, Zak Champagne, Kristen Gray, Dan Meyer, Tracy Zager, Mike Flynn, Fawn Nguyen, and Andrew Stadel.

Did you know it's Computer Science Education Week? What are you going to code/build/connect/engineer? What about your students?

Research Notes

Ready for March 2017? Elsevier's way of publishing new papers on a rolling basis means we're already seeing articles slated for the March 2017 issue of The Journal of Mathematical Behavior:
Ilana Horn at the 2016 Innov8 Conference
Here's what's new in the Juanary/Feburary 2017 issue of the Journal of Teacher Education:
I like the look of this slate of articles in the December 2016 issue of The Elementary School Journal:
The December 2016 issue of the Mathematics Education Research Journal includes:
Three more articles have appeared in Pythagoras:

Math Ed in the News

I looked for articles and was generally disappointed. If you read anything, I suggest getting caught up with the results of the latest TIMSS test. This EdWeek article covers the highlights. You can take a deeper look with this NCES report or this webinar:


Math Ed in Colorado

Mathematics Design Collaborative

Last week I joined math teachers and leaders for a meeting of the Mathematics Design Collaborative, a CEI-led effort that includes teachers from Thompson School District, Jeffco Public Schools, and Montezuma-Cortez. The collaborative serves to support high-quality formative assessment and classroom discourse, using tools like the Shell Center's formative assessment lessons and Achieve the Core's coaching tool. If you'd like to know more or be put in touch with the right people at CEI, let me know.

Colorado Math Leaders

The next CML meeting will be Wednesday, December 14 from 9:00-12:00 in Harrison School District 2, Colorado Springs.

CDE Launches Online Standards Feedback System

The Colorado Department of Education (CDE) is currently developing its plan to guide the upcoming standards review and revision process and is actively seeking the input of all interested parties to inform its planning process. In addition to the general standards perception survey that was open in October and November, CDE has launched an online standards review system. Unlike the perception survey, the online standards review system will enable all Coloradoans to provide specific feedback on each and every expectation within all 10 content areas of the Colorado Academic Standards. The online system will accept feedback from Wednesday, Nov. 9 through Friday, Dec. 30. The online standards feedback system can be found at http://www.cde.state.co.us/standardsandinstruction/casreview.

The results of the survey and feedback received through the online system will inform the department's planning for the upcoming review and revision of the standards, required by Senate Bill 08-212, known as Colorado's Achievement Plan for Kids (CAP4K). The law requires a review and revision of the Colorado Academic Standards on or before July 1, 2018, and every six years thereafter.

In early 2017, CDE will provide comprehensive information about the timeline and phases of the standards review and revision process as well as information about how to become involved. This will begin robust public engagement throughout the state and through social media. If you would like to receive regular updates on the standards review and revision process, you can sign up here: https://www.surveymonkey.com/r/standardsupdate.

PAEMST 2017

The nominations are now open for PAEMST awards for 7-12 math teachers to be awarded in 2017.

Math on the "Planes"

Registration for next February's conference is open. The focus will be Tier 1 and Tier 2 interventions for K-5 math students, with Dr. Karen Karp as the workshop leader. CCLD encourages you to apply for a Mikkelson Mathematics and Science Teachers Scholarship to cover the costs, as MOTP attendees from outside the metro area are eligible for travel, lodging, and registration reimbursement.

This Week in Math Ed: December 9, 2016

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Hello from Chicago! I'm in the greater O'Hare airport area this week working on PARCC rangefinder review for the upcoming 2017 testing window. "Rangefinder review" is that stage in the assessment process where we prepare the student work examples that will be used to train scorers to deal with the range of answer responses they're likely to see on each PARCC exam. For me, the best part of this has to be the variety of student work I'm being exposed to across a series of items.

Math Ed Said

December 2: People were sharing concerns related to a Politico story about Betsy DeVos, who is slated to be the U.S.'s next Secretary of Education.

Shared by: Ethan Weker, Chris Stapel, Avery Pickford, Siri Anderson, Elizabeth Statmore, Jose Vilson, Karen King

December 2016 GMD Webinars
December 3: The Global Math Department announced three webinars for the month of December. People shared.

Shared by: Chris Shore, Julia Finneyfrock, Julie Reulbach, Nicole Bridge, Global Math

December 4: Remember, TWiME isn't the only summary of the week's happenings in mathematics education. You can also check out the Ontario math links, such as this well-shared post from last week.

Shared by: MathDDSB, Nita Cochran, Marissa W, Jon Orr, Mary Bourassa, John Gibson, Kyle Pearce, Matthew Oldridge, David Petro

December 5: Most of us couldn't attend CMC North, but Dan Meyer posted the "#CMCMath Opening Keynote Address, 'Practice Problems'," that he did with Shira Helft, Juana de Anda, and Fawn Nguyen.

Shared by: Siri Anderson, Ilona Vashchyshyn, Dan Meyer, Jeremiah Ruesch, CMC - CA MathCouncil, Bridget Dunbar, Mike Flynn, Tyler Anderson, Fawn Nguyen, Suzanne Alejandre, Michael Pershan, Elham Kazemi, Heather Johnson, Tracy Johnston Zager

December 6: Tuesday was Global Math night, so pepole shared the link to that night's talk, "Clothesline Math: The Master Number Sense Maker" by Andrew Stadel and Chris Shore.

Shared by: Casey McCormick, Andrew Stadel, Christopher Danielson, Shauna Hedgepeth, Judy Larsen, Denis Sheeran, Pam Wilson, Global Math, Tracy Johnston Zager, Lisa Bejarano, Jill Gough, Jessica Bogie, Karen McPherson, Alison Hansel, Deborah Boden

December 7: Ben Orlin is back for more Math With Bad Drawings, this time with "Viral Math News Stories."

Shared by: Denise Gaskins, David Butler, Ilona Vashchyshyn, Ben Orlin, Dan Bach, Kathy Henderson, Shauna Hedgepeth, Keith Devlin

December 8: As you can see from the long list of names below, Graham Fletcher'sMaking Sense Series of progressions videos has garnered a well-deserved following. In his latest installment, Graham describes "The Progression of Fractions."

Shared by: Mark Chubb, Melinda Knapp, Dan Allen, Kat Hendry, Laura Wagenman, Christina Tondevald, Chris Kalmbach, Rhonda, Jon Orr, Christina Sherman, Tyler Anderson, Jenni Clausen, Rosa Serratore, Math Coach Rivera, Michael Pershan, Martin Joyce, Jedidiah Butler, Nerissa Gerodias, Dave Lanovaz, Daniel Luevanos, Helen J Williams, Jennifer Lawler, MathDDSB, Simon Gregg, Donna Boucher, Janice Novakowski, Rebecca Price, John Golden, Tracy Johnston Zager, Graham Fletcher

Around the Math Ed Web

#TCMchat comes on Wednesday, December 14th. The focus will be the article "Relational Thinking: What's the Difference?" by Ian Whitacre, Robert C. Schoen, Zachary Champagne, and Andrea Goddard.

Last week's GMD talk was mentioned above, and this week's is "Favorite Tech Tools" with Julia Finneyfrock, Julie Reulbach, and Shauna Hedgepeth.

The Mathematics Leadership Programs at Mount Holyoke College has arranged for an online course starting in January 2017 that brings together many well-known math ed people from Twitter. Titled "Effective Practices for Advancing the Teaching and Learning of Mathematics (K-12)," the course features 10 sessions with 10 instructors: Kaneka Turner, Graham Fletcher, Elham Kazemi, Zak Champagne, Kristen Gray, Dan Meyer, Tracy Zager, Mike Flynn, Fawn Nguyen, and Andrew Stadel.

TNTP is taking nominations and applications for their Fishman Prize. The prize honors 100 inspiring public school teachers each year for their ability to create challenging and engaging classrooms for all of their students. Four winners receive $25,000 and six finalists receive $1,000.

Research Notes

The March 2017 issue of *The Journal of Mathematical Behavior includes:
The Fall 2016 issue of the Journal of Mathematics Education at Teachers College is out:

Math Ed in the News

Oh, Canada, you're getting a lot of attention in the math ed news! The recently released PISA results are fueling a lot of nation-sized self-reflection this week.

Math Ed in Colorado

Online Standards Review System Extended Until Feb. 17

As CDE continues to develop its plan to guide the upcoming standards review and revision process, the department is actively seeking feedback on the Colorado Academic Standards from all interested parties. In November, CDE launched an online standards review system which enables all Coloradoans to provide specific feedback on each and every expectation within all 10 content areas of the Colorado Academic Standards. To provide sufficient time for meaningful feedback, the department has extended the timeline to provide feedback to Friday, February 17, 2017.

The results of the feedback received through the online system will inform the department's planning for the upcoming review and revision of the standards, required by Senate Bill 08-212, known as Colorado's Achievement Plan for Kids (CAP4K). The law requires a review and revision of the Colorado Academic Standards on or before July 1, 2018 and every six years thereafter.

In early 2017, CDE will provide comprehensive information about the timeline and phases of the standards review and revision process as well as information about how to become involved.

The online standards feedback system can be found at http://www.cde.state.co.us/standardsandinstruction/casreview.

PARCC Released Items

PARCC has released a new set of items for grades 3-8. These are items that have been used on operational test multiple times and were slated for retirement, and the set of items approximates the content coverage of a typical test. High school items should be released in early 2017.

Math on the "Planes"

Registration for next February's conference is open. The focus will be Tier 1 and Tier 2 interventions for K-5 math students, with Dr. Karen Karp as the workshop leader. CCLD encourages you to apply for a Mikkelson Mathematics and Science Teachers Scholarship to cover the costs, as MOTP attendees from outside the metro area are eligible for travel, lodging, and registration reimbursement.

This Week in Math Ed: December 16, 2016

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I'm in catch-up mode again, having been busy with mid-December travel for PARCC followed by the holidays. I was also slowed by some changes to Nuzzel that caused the code I wrote about in October to stop working. It took a while to figure out, but I think things are in working order again. If you're curious about the fix, it's mostly a matter of passing a valid session cookie to Nuzzel so it gives me the logged-in version of the site.

Math Ed Said

December 9: Just as it did on December 8, Graham Fletcher's"The Progression of Fractions" tops the list.

Shared by: Denise Gaskins, Jeremiah Ruesch, Michael Jerrell, Kristin Frang, Stephanie Holloway, Farshid Safi, Andrew Stadel, Shelley Carlisle, Bridget Dunbar, Jamie Duncan, Andrew Gael, Allison Peet, Cathy Yenca, Jill Gough, Tim Stirrup

December 10: A March 2014 post by Robert Kaplinsky was most shared on the 10th. In "Why Does Depth of Knowledge Matter?" Robert shows how some changes to the depth of knowledge of some circle area problems resulted in drastic changes in student scores.

Shared by: Sue Wilson, Shauna Hedgepeth, Regan Galvan, Brandi Moore, OCTM

Commentary: Ever since I read and wrote about Jack Schneider'schapter about Bloom's Taxonomy in his book From the Ivory Tower to the Schoolhouse, my first thought about Bloom's Taxonomy has been, "That's not what Bloom had in mind when he designed it." Therefore, now when I hear about Webb's DOK, I think, "What did Webb have in mind when he designed it?" On my to-do list for 2017 will be to dig into the origins of DOK by reading Webb's original piece, Criteria for Alignment of Expectations and Assessments in Mathematics and Science Education. It's not that I think we're misusing Webb's DOK. I just think we gain by knowing about the origins of ideas, that's all.

December 11: Another older story resurfaced on this day, this time "Why Understanding These Four Types of Mistakes Can Help Us Learn" by Eduardo Briceño in KQED's MindShift blog. By looking at both high and low intentionality and learning opportunities, Eduardo describes the risks and rewards of making mistakes.

Shared by: Jack Brown, Clint Chan, DeAnn Huinker, Richelle Marynowski, Ruth Knop, Peg Cagle, Jamie Garner, Jill Gough, DeAnn Huinker

December 12: Christopher Danielson appeared in the MiddleWeb blog with "How I Learned to Love Middle School Geometry." I can see where Christopher is coming from here, as I tended to prefer learning/doing geometry as a student, but found algebra preferable to teach.

Shared by: Mark Chubb, Evelyn Lamb, John Golden, Megan Schmidt, Christopher Danielson

December 13: When I think of bloggers who got my attention by surfacing in TWiME, Joe Schwartz might be first on my list. He appears again with a post called "Emily," in which he uses the engagement and understanding of one unassuming student, Emily, as a benchmark for his teaching.

Shared by: Chris Hunter, John Golden, Chris Kalmbach, Marilyn Burns, Michael Pershan, Joe Schwartz

December 14: Dan Meyer encourages math education conference organizers to consider traditionally underrepresented speakers. In his post, "The Bureau of Non-White Dude Math Education Keynote Speakers," Dan suggested about forty quality, non-white-male speakers, and asked for more suggestions in the comments.

Shared by: Andrew Stadel, Jennifer Lawler, Sara VanDerWerf, Sue Wilson, Life LeGeros, John Berray, Megan Schmidt, Bryan Meyer, Laura Wagenman, Jose Vilson, Cathy Yenca, Martin Joyce, Kimberly Goff, Lisa Bejarano, Matt Vaudrey, David Coffey, Tracy Johnston Zager, Farshid Safi, Keith Devlin, Carrie Muir, Robert Kaplinsky, Dan Meyer

December 15: The conversation continued around Dan's"The Bureau of Non-White Dude Math Education Keynote Speakers."

Shared by: Nicole Bridge, Bethany Sansing-Helton, Kyle Pearce, Sahar Khatri, Theodore Chao, Jonathan Osters, Sara VanDerWerf, Laura Wagenman, Toya J Frank, Annie Perkins, Kate Owens, Ilana Horn, Ethan Weker, Mike Flynn, Matthew Oldridge, Heather Johnson, Jason Merrill, Evelyn Lamb, Kate Nowak, Amy Hogan, Audrey McLaren, Andrew Browning-Couch, Bridget Dunbar, Jill Gough

Commentary: TODOS had a critique of Dan's post:


Dan Meyer at ASSM 2016, literally on a platform.
TODOS is an organization I respect, and their (from "them" or the individual representing them) response took me to the sticky place I think of as, "You're being an ally wrong." Dan's primary platform is as a well-known speaker in math education, and he used that platform in an attempt to promote others. It reminded me a bit of the #CancelColbert fallout, when Colbert used his platform — political satire on TV — to illustrate the absurdity of Washington NFL franchise owner Daniel Snyder's foundation to support American Indians. For me, that turned into "You're being an ally wrong," although the Colbert situation is clearly quite different than Dan's. In the responses to Dan and TODOS, I tried to heed the advice of Bryan Meyer, which was, "Let's listen." In this instance, the conversation fizzled before I felt we got away from the "you're being an ally wrong" place. Maybe my takeaway is that you can't say "Dan used his platform" without claiming that it's "Dan's platform," and using it without claiming it is something privilege itself doesn't allow me or Dan to do. What comes after that? I'm not sure.

Lastly, it does not escape me that I'm a white male discussing this in a post that is highlighting posts made almost entirely by other white males. Not all weeks are like this, but this one was.

Everything Else

I have two more posts to write, so I'll save research, news, and other happenings for the second one, which I hope to have out before it's no longer 2016.

This Week in Math Ed: December 23, 2016

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I'm still catching up, so here are stories that were popular the week before Christmas. I'm saving other items for the next post, so you'll have to wait!

Math Ed Said

December 16: It's a Desmos holiday sweater!

Shared by: Shelley Carranza, Mike Maki, Stephanie Ling, Carolyn Spencer, Kathy Henderson, Melinda Lula, Ashley Bingenheimer, Andrew Shauver, Julia Finneyfrock, David Petersen, Desmos.com

December 17: In an interview with Carol Dweck in The Atlantic called "Don't Let Praise Become a Consolation Prize," we explore some of the ways growth mindset should and shouldn't be used.

Shared by: Patrick Honner, Marcie Lewis, Rebecca Gasper, Marilyn Burns, Chi Klein, Steven Strogatz, Ayodele Harrison

December 18: "How Big is 'Big'?" is another great post from Mark Chubb. It's difficult to develop number sense with large numbers, and in this post Mark explores some activities that can help or hinder the development of big-number sense.

Shared by: Mark Chubb, Andrea Ogden, Brandi Moore, Jamie Garner, Matthew Oldridge, Margie Pearse, Laura Wagenman

December 19: Dan Meyer asked us to makeover a system of equations.

Shared by: Jamie Duncan, Carolyn Spencer, George Woodbury, Nat Banting, Zach Cresswell, Denis Sheeran, Michael Welch, Amy Hogan, Matthew Oldridge, Rob Horcher, Dan Meyer

December 20: Progress continues on the Illustrative Mathematics curriculum.

Shared by: Ron King, Ashli Black, Andrew Gael, Sadie Estrella, Kristin Gray, Robert Kaplinsky, Geoff Krall, Kate Nowak, Judy Keeney, Vanessa Cerrahoglu, Joanie Funderburk, David Petersen, Mike Steele, Bowen Kerins, Nik Doran, Illustrative Maths

December 21: There's a companion website for Tracy Zager's new book, Becoming the Math Teacher You Wish You'd Had.

Shared by: Tyler Anderson, Sara VanDerWerf, Genni Steele, Mary Gambrel, Vanessa Cerrahoglu

We might have been debating this in 1966.
December 22: "The High-School Mathematician's Crutch Is Not Allowed in Most Colleges" appeared in The Atlantic, and struck me as something that might have appeared more at home in 1986 or 1996 than 2016. We have a standard to "use appropriate tools strategically," but this article seems to seek for something closer to all-or-none. In 1986 my teachers were telling me I needed to master arithmetic because I wouldn't always have a calculator with me. My teachers were usually right, but on this point, they were wrong. I do always have a calculator with me — and it makes phone calls!

Shared by: Dan Meyer, Egan Chernoff, Brittany Cuchta, Steven Gnagni, Christopher Danielson, Vicki Carter, Andrew Gael, Matthew Oldridge, OCTM, Nick Gerhard

This Week in Math Ed: December 30, 2016

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Here it is, TWiME 52, the last of the year. I didn't know how far I'd get when I started, and there were times during the year I wasn't sure it was worth continuing. But I'm glad I stuck with it, and I plan to continue in 2017. Big thanks to all of you who have read and shared it!

Math Ed Said

December 23: For a second day in a row, "The High-School Mathematician's Crutch Is Not Allowed in Most Colleges" was the most-shared link on my math ed Twitter list.

Shared by: Michelle Russell, Robert Talbert, Anthony Purcell, Earl Samuelson, Shauna Hedgepeth, Amy Hogan, John Golden, Dan Anderson, Dan Allen

December 24: How cool (and very last-minute) was this? Paula Beardell Krieg took images from math teachers on Twitter and created "Last Minute Wrapping Paper."

Shared by: Mike Lawler, John Golden, Malke Rosenfeld, Simon Gregg

December 25: Yes, people were sharing links on Christmas Day. In this case, they were linking to more links, specifically these from the Ontario Math Links blog for the week ending December 23rd.

Shared by: Kyle Pearce, Bridget Dunbar, Mary Bourassa, David Petro

December 26: In Episode 1621 of the Math Ed Podcast, Samuel Otten interviewed Megan Taylor about her JRME commentary, "From Effective Curricula Toward Effective Curriculum Use."

Shared by: Egan Chernoff, John Golden, Samuel Otten

December 27: Did you hear about Tracy Zager's new book, Becoming the Math Teacher You Wish You'd Had? People were talking about it on the 27th (when they weren't talking about Carrie Fisher).

Shared by: Andrew Gael, Crystal Lancour, Jill Gough, John Golden, Sahar Khatri, David Coffey, Dan Meyer

December 28: Kyle Pearce wrote, "Exploring Fraction Constructs and Proportional Reasoning." It's a post rich with all sorts of part-whole relationships, number line placements, concrete and visual representations, and operations.

Shared by: Crystal Lancour, Dan Allen, David Petro, Mark Chubb, Kyle Pearce, Matthew Oldridge

Annie Fetter at Innov8 2016
December 29: Suzanne Alejandre, Max Ray-Riek, and Annie Fetter, while working fall conferences for The Math Forum, posted bulletin boards in common spaces titled "Ask the NCTM Community." Suzanne's blog post here lists the questions and responses written on those boards, which has prompted maybe the best and most active comment section I've seen to any blog post in a long time.

Shared by: Megan Schmidt, Casey McCormick, Suzanne Alejandre, The Math Forum, Earl Samuelson, Gary Davis, Max Ray-Riek

Around the Math Ed Web

A quick check on the Global Math Department shows these recent and upcoming sessions:
I found a tweet from NCTM that says there will be a #TCMchat, #MTMSchat, and #MTchat in January on the 11th, 18th, and 25th, respectively, but no details about the articles. I also learned that one person used #TCMchat over the holiday while watching Turner Classic Movies.

Research Notes

The January 2017 issue of Educational Studies in Mathematics is out:
Three more articles have been added to the March 2017 issue of The Journal of Mathematical Behavior:
Some journals seemed to hurry up to get their last 2016 issue out before the end of the year. For the International Journal of Science and Mathematics Education, they jumped to put out both their January and February 2017 issues. Here's the math-focused articles:
Whereas IJSME got out in front of 2017, AERA just squeezed out the March 2016 issue of the Review of Research in Education. It's a bit confusing, but RRE is really only published once a year, so the "March" timing is irrelevant. This year, there is one math-related article by Alan Schoenfeld, and it's a survey of the field — and open access!
Here's the newest from the January 2017 and February 2017 issues of Teaching and Teacher Education:
For the Twitter crowd, there are some familiar faces in the latest Journal of Urban Mathematics Education:

Math Ed in the News

The theme this week seems to be "teach math through music/philosophy/news/anythingotherthanmath."

Math Ed in Colorado

I only have two reminders, which I'll keep short:

Resources for Hidden Figures

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I'm excited to see Hidden Figures, the new movie based upon the true stories of NASA's early African American 'computers,' a job title that applied to humans long before it did to machines. The movie opens nationwide this Friday.


I've been enamored with space and space exploration since I was young, and as I've grown older I've enjoyed learning more about NASA's history through documentary projects like When We Left Earth. Astronauts have long gotten the bulk of the attention in these stories, with occasional glimpses of behind-the-scenes engineering work like we saw in Apollo 13. Hidden Figures tells a story that very few seem to have heard, and as a fan of NASA, a mathematician, and an educator, I'm excited about the potential for this film (and the book it's based upon) to educate and inspire students to pursue opportunities in math and science — especially female students of color. Rafranz Davis explains why.

John Burk, a physics and math teacher in Delaware, said "Lets Start a Movement for Hidden Figures." Count me as on board. His idea includes things like a teacher's reference guide, contests, and organized discussions. That sounds like a good start, and I'll be thinking about this as I read the book this week and see the movie this weekend. Simply getting students to the theater seems like an obvious Step #1, whether it's through encouraging them to attend on their own or with their families, or organizing it as a class or school outing.
Below I've curated some resources related to the book and the film. I can't say that much of this is lesson-ready, but there's plenty here to fuel the curiosity of students who want to know more about this story. If you find or create additional resources, or want to share your ideas about promoting the film to your students, feel free to mention it in the comments or let me know on social media.

Resources

Promotion

Official Sites

Reviews

The Best of TWiME 2016

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Starting January 1, 2016, I tracked the most-shared stories each day in my math ed Twitter list and assembled them as part of a weekly series called "This Week in Math Ed." This puts me in a pretty good position to review 2016. Instead of judging posts by what was most shared on the list, as I did each week, this time I'm using my own judgment and giving you the posts, stories, articles, resources, etc. that I liked the most. There's no way I could limit myself to ten (and no reason to), so I've listed 30 below. If you want to review all the year's TWiME posts for yourself, here's a handy table to find them all:

Jan8152229
Feb5121926
Mar4111825
Apr18152229
May6132027
Jun3101724
Jul18152229
Aug5121926
Sep29162330
Oct7142128
Nov4111825
Dec29162330

Here's what I found to be the best of Math Ed Said:

Kate Nowak
January 4: "f(t): In Defense of Unsexy" by Kate Nowak. Kate said it's all well and good for people to share their one-of-a-kind curricular masterpieces, but the world needs high-quality, everyday practice in their math curriculum, too.

January 5: "My Criteria for Fact-Based Apps" by Tracy Johnston Zager. I applauded this post a year ago for how it articulated criteria for the choice and use of curricular materials, and I'm happy to applaud it again.

February 1: "Many parents hated Common Core math at first, before figuring it out" by Jay Mathews. I don't know if this article got much attention, but Jay Mathews has a long history writing about math reform and much of it hadn't been this positive.

February 4: "Why I am not quitting teaching" by Anne Schwartz. It's not uncommon for teacher-bloggers to announce that their leadership abilities have led them out of the classroom. Anne wanted to push back and made sure the world knew that she was staying right where she was.

February 9: "A Group of American Teens Are Excelling at Advanced Math" by Peg Tyre. This article in The Atlantic did a great job highlighting math clubs and competitions, and the opportunities they create for students looking to push themselves.

February 21: "Purposeful Numberless Word Problems" by Brian Bushart. There have been some other posts about numberless word problems, but this one sticks out to me for its application of problem types identified in Cognitively Guided Instruction (CGI).

February 27: "The Wrong Way to Teach Math" by Andrew Hacker. Hacker's Math Myth drove a lot of conversations this year and I chose this op-ed out of many articles and blog posts to represent those conversations. Hacker rubbed some math educators the wrong way, but did so while rubbing an itch that apparently needed to be scratched.

Ilana Horn
March 7: "Professional Development is Broken, but Be Careful How We Fix It" by Ilana Horn. In discussing the influence of local context on problems of practice, I love this observation from Lani: "In teaching, we see repeatedly that terms acquire the meaning of their setting more often than they bring new meanings to these places."

March 13: "On Purpose" by Karim Kai Ani. Karim answered his question, "What is the purpose of math education, and what does it mean for the experience to be complete?"

March 15: "Teaching to the Test" by Joe Schwartz. Joe had a number of well-shared posts in 2016, but I liked this one for the way it drew quality connections between instructional tasks and assessment tasks.

April 12: "Quarter the Cross" by David Butler. This was my favorite account of one person's mathematical exploration in 2016.

April 30: "The Search for Common-Core Curricula: Where Are Teachers Finding Materials?" by Liana Heitin. This Ed Week article summarizes some findings from a RAND Corporation study that found that teachers are using things from all over the place — and using a lot of materials they've developed themselves — in an attempt to align their curriculum to the Common Core.

Geoff Krall
May 5: "A presentation format for deeper student questioning and universal engagement" by Geoff Krall. Geoff described a nice routine for improving the quality of class presentations.

May 13: "Straight but Wiggled" by Tracy Johnston Zager. I'm not sure I really felt the impact of "Which One Doesn't Belong" until I read this post.

May 25: "First Grade Fraction Talks... What?" by Jamie Duncan. Jamie has a wonderful ability to tell the story of a lesson and illustrate it with student actions and artifacts.

June 7: "Lessons for Other People" by Chris Lusto. Chris's post was a good conversation-starter as lots of people have things to say about using curriculum materials from someone else versus things they've built for themselves. This was one of the things that triggered my series on lesson planning and sharing.

Matt Larson
June 17: "The Vision Thing" by Matt Larson. NCTM's new president regularly wrote good things this year, but I thought this post about his vision for NCTM stood out.

July 1: "Concept vs Procedure: An anecdote about what it means to be good at math" by Mark Chubb. Mark's post highlighted the understanding some students can demonstrate when we give them opportunities to look at non-routine problems.

July 22: "#ExpandMTBoS" by Sam Shah. Sam isn't just interested in getting more people involved. Here he got specific about the kinds of projects he'd like to see started and shared in the community.

July 31: "Habits of highly mathematical people" by Jeremy Kun. There are very real debates about the ability of knowledge to transfer from one situation to the next, but I basically agreed with Jeremy that enough time and experience doing mathematics (and being immersed in the culture of mathematics) can shape a person's skills and perspectives in math-oriented ways.

August 13: "This Is Why There Are So Many Ties In Swimming" by Timothy Burke. This Deadspin story came along with the Summer Olympics and was a nice example of attending to precision.

August 15: "#ObserveMe" by Robert Kaplinsky. I'm impressed by the staying power of the #ObserveMe idea, as just this morning I saw a math teacher post a picture of the #ObserveMe sign they've put on their door. Thanks, Robert, for giving us a concrete way to help make teaching more of a public, professional act.

August 28: "Why Black Men Quit Teaching" by Christopher Emdin. Emdin's post discussed the need to address systemic issues of race and power in education along with creating a more diverse teacher workforce.

September 11: "How to sabotage your classroom culture in 5 seconds" by Ilona Vashchyshyn. Ilona admirably admitted a classroom moment gone wrong, and the steps she'd take to prevent and repair fragile relationships with students and mathematics.

Dan Meyer
September 15: "The Desmos Guide to Building Great (Digital) Math Activities" by Dan Meyer. Dan gets a lot of airtime on TWiME because of his large following, and of all the posts I saw this year I chose this one as my favorite. Again, I like it when people articulate their criteria for quality classroom materials.

October 2: "Discovery" by Dylan Kane. Dylan interrogated the "discovery" side of the false "discovery vs. direct instruction" side of the dichotomy and found several reasons for using discovery approaches sparingly.

October 8: "Meet the New Math, Unlike the Old Math by Kevin Hartnett. This was the first in a well-written Quanta Magazine series about teaching math and science.

Fawn Nguyen
October 28: "Good-Enough-for-Now Curriculum" by Fawn Nguyen. Again on my favorite theme of articulating criteria for quality, Fawn helped us understand what curricular resources she uses and when she decides to use them.

December 8: "The Progression of Fractions" by Graham Fletcher. I could have chosen any of Graham's "Progression" video series, but I chose the most recent one for sharing here. They're all worth checking out.

December 28: "Exploring Fraction Constructs and Proportional Reasoning" by Kyle Pearce. I appreciate this post by Kyle for the obvious effort that went into the ideas and the illustrations. The community benefits from posts like this.

Conclusions

The Math Myth
If there was one story that stood out above the rest, it has to be Andrew Hacker's The Math Myth. Week after week something would appear on TWiME that was related to this book and its ideas. It's not a bad idea to periodically rethink what content students should be learning and when, but I was surprised by the staying power of these stories. I think Hacker's publishing agents did a very good job of spreading out reviews and other coverage of the book across a variety of outlets, which gave the online math ed community a lot of opportunities to react.

As I mention in multiple places above, the posts I found most valuable were the ones that got descriptive about why something was liked or effective. It's difficult for me to accept your praise of something unless you help me understand the criteria you're working with. The TWiME posts I found least valuable were the promotional ones for yet-to-be-released books or other products. The products and books themselves might be valuable, but links to announcements about their future availability are less so.

It took me about one day each week to put together a full edition of TWiME, assuming I included all the parts (shared links, events, research, news, and Colorado items) and I've taken the time to read things. Looking at the list above, I'm happy that I was able to track and help share so many stories and ideas. I'm also happy and grateful that I'm able to do this work as part of my role as a math specialist for the State of Colorado. I hope this kind of curation helps math teachers in Colorado (who get some of this on a mailing list) and beyond. I sometimes check my blog statistics to see if I was reaching an audience. I believe I am, although sometimes it's not entirely clear.

Monthly sessions on blog.mathed.net in 2015 and 2016

The above chart is from Google Analytics, with the top line being 2016 and the bottom 2015. I wrote 68 blog posts in 2016, and only four in 2015. I expected a bigger increase in pageviews, but not everything gets measured by Google Analytics. For example, I had 20 Feedburner email subscriptions when the year started, and 76 when it finished. I don't think views in Feedly get measured by Google Analytics, either. Anyway, pageviews are not something I'm particularly worried about, except that I want to make sure I'm using my time in a way that benefits others. Sitting down each week and digging into the popular posts of each day has certainly benefitted me, and I hope it has for you, too.

This Week in Math Ed: January 6, 2017

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Happy New Year! Here's the first TWiME of 2017, full of arguments for number sense, upcoming NCTM chats, and a lot of new research. If you want to see what I thought was the best of 2016, I found 30 noteworthy posts from the year's worth of TWiME in 2016.

Math Ed Said

December 30: Cory Turner of NPR writes, "Teachers Are Stressed, And That Should Stress Us All." Teachers are indicating stress levels similar to those of doctors. Thankfully, there are ways of relieving the stress.

Shared by: Lisa Choate, Nita Cochran, Shelby Aaberg, Chris Mueller, Sahar Khatri, Erika Bullock

December 31: David Radcliffe asks and answers, "Why is 2017 an interesting number?" There's a lot more going on with 2017 than being prime.

Shared by: Rebecca Gasper, Sara VanDerWerf, Mark McCourt, James Tanton, David Radcliffe

January 1: Keith Devlin wrote "All the mathematical methods I learned in my university math degree became obsolete in my lifetime" for the Huffington Post. This article is a mini-celebration of number sense, and the kind of understanding humans need to thrive with calculating machines.

Shared by: Mark Ellis, Kate Fisher, Joshua Bowman, Shauna Hedgepeth, Zack Miller, Tom Snarsky, Nerissa Gerodias, Judy Keeney, Keith Devlin

January 2: Sixteen more people shared Keith Devlin's post that became popular on New Year's Day, but an equal number were sharing "Labels Work Every Time" from the Desmos blog.

Shared by: Joshua Bowman, Nerissa Gerodias, Bryn Humberstone, Bridget Dunbar, Nolan Doyle, Jesse McNulty, Dan Anderson, Ben Rouse, Julia Finneyfrock, Aimee Shackleton, Audrey McLaren, Elizabeth Statmore, Desmos.com, Dan Meyer, Eddi Vulić, John Golden

January 3: In NCTM's Teaching Children Mathematics blog, Zak Champagne wrote, "2016: The year in review." He lists ten highlights from 2016 that had implications for elementary math education.

Shared by: Andrew Gael, Math Coach Rivera, Mike Flynn, TCM - NCTM, Cathy Yenca, Megan M. Allen, Zak Champagne

January 4: BEAM is short for "Bridge to Enter Advanced Mathematics" and they are seeking applicants for their summer programs. Some of those listed on the "shared by" list below have worked with BEAM and had positive things to say about the experience.

Shared by: Bethany SansingHeltn, David Keller, Dan Meyer, Michael Pershan, Jennifer Lawler, Kate Nowak

January 5: Keith Devlin's post "All The Methods I Learned In My Mathematics Degree Became Obsolete In My Lifetime" stayed popular throughout the week and was again most-shared on the 5th.

Shared by: Math Coach Rivera, Denis Sheeran, Ruth Knop, Jo Boaler, Jocelyn Dagenais, Matthew Oldridge, Beth Curran, Museum of Math, Jen Silverman, Keith Devlin

Around the Math Ed Web

Hidden Figures movie poster
Hidden Figures hit theaters nationwide this week and the reactions I've seen in my circles has been nothing but positive. I anticipated as much, so earlier in the week I assembled a list of Hidden Figures resources that could be useful to teachers and students. Annie Perkins has a similar list. I saw the movie Thursday night and I'm about halfway through the book. Not mentioned in the movie is that many of the "colored computers" had been math teachers prior to working in research, as teaching was generally the best job available for an African American woman with training in mathematics.

The Joint Math Meetings were this past week. I admit that I don't follow the JMM closely, but I know there were a number of math ed presentations. You can learn more from the JMM website or the #JMM2017 hashtag.

NCTM now has articles for all their chats this month:
Here's what's recent and upcoming from the Global Math Department:

Research Notes

The Journal for Research in Mathematics Education is out with their first issue of 2017:
The February 2017 issue of Educational Studies in Mathematics is here:
A couple articles have been added to the March 2017 issue of The Journal of Mathematical Behavior:
New in AERA Open:
Here's one last issue for the Journal of Statistics Education for 2016:
The first issue of the open access journal Numeracy is out:

Math Ed in the News

Math Ed in Colorado

Colorado Math Leaders

A CML meeting is scheduled for Wednesday, January 11 from 9:00 to noon in Pueblo. CML has had inconsistent attendance so far this school year (perhaps a result of inconsistent scheduling), so stay tuned to the CML mailing list if there are any last-minute changes.

Rocky Mountain Math Teachers' Circle

The Rocky Mountain Math Circle is meeting this Saturday from 8:30 to noon in Denver. See the RMMTC website for more information and to RSVP.

Also, mark your calendars for two summer workshops:
  • Southwest Colorado and Rocky Mountain Math Teachers' Circle workshop in Durango, June 12-16
  • Rocky Mountain Math Teachers' Circle in Denver, June 19-23

Online Standards Review System Extended Until Feb. 17

As CDE continues to develop its plan to guide the upcoming standards review and revision process, the department is actively seeking feedback on the Colorado Academic Standards from all interested parties. In November, CDE launched an online standards review system which enables all Coloradoans to provide specific feedback on each and every expectation within all 10 content areas of the Colorado Academic Standards. To provide sufficient time for meaningful feedback, the department has extended the timeline to provide feedback to Friday, February 17, 2017.

The results of the feedback received through the online system will inform the department's planning for the upcoming review and revision of the standards, required by Senate Bill 08-212, known as Colorado's Achievement Plan for Kids (CAP4K). The law requires a review and revision of the Colorado Academic Standards on or before July 1, 2018 and every six years thereafter.

In early 2017, CDE will provide comprehensive information about the timeline and phases of the standards review and revision process as well as information about how to become involved.

The online standards feedback system can be found at http://www.cde.state.co.us/standardsandinstruction/casreview.

PAEMST 2017

The nominations are now open for PAEMST awards for 7-12 math teachers to be awarded in 2017.

Math on the "Planes"

Registration for next February's conference is open. The focus will be Tier 1 and Tier 2 interventions for K-5 math students, with Dr. Karen Karp as the workshop leader. CCLD encourages you to apply for a Mikkelson Mathematics and Science Teachers Scholarship to cover the costs, as MOTP attendees from outside the metro area are eligible for travel, lodging, and registration reimbursement.

PARCC Released Items

PARCC has released a new set of items for grades 3-8. These are items that have been used on operational test multiple times and were slated for retirement, and the set of items approximates the content coverage of a typical test. High school items should be released in early 2017.

This Week in Math Ed: January 13, 2017

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If it hasn't become obvious, I'm struggling to get TWiME out on a regular basis. Until the crunch of finishing my Ph.D. is done, I may have to rely on abbreviated versions of TWiME for a while. I don't want to give it up entirely but there's only so much time in a week!

Math Ed Said

January 6: Annie Perkins put together a teacher guide for the movie Hidden Figures."

Shared by: Debbie Hurtado, Nita Cochran, Kathy Henderson, Sara VanDerWerf, Edmund Harriss, Crystal Morey, Andrew Gael, Kate Nowak, Christopher Danielson, Annie Perkins

Michael Pershan at the 2015 NCTM Annual Meeting
January 7: I urge you to read Michael Pershan's"Missing Factors: On Learning What You Don't Know." It's a long and thoughtful post focused on a student, Rachel, who struggles with basic facts despite the best efforts of her teachers. I love that this post caused Marilyn Burns to say in a comment, "There have been times in my teaching experience where I've had students bring me to my pedagogical knees." I'm guessing most of us have, and openly discussing those struggles gives us opportunities to overcome them.

Shared by: David Butler, Anna Blinstein, Brian Bushart, Taylor Belcher, Kent Haines, Josh Fisher, Kassia Wedekind, Michael Pershan

January 8: Are you ready for another long, thoughtful post? Francis Su wrote "Mathematics for Human Flourishing," a recap of his retiring presidential address given at the Joint Math Meetings.

Shared by: Andy Shores, Jennifer Lawler, Maria H. Andersen, Dan McQuillan, Joshua Bowman, Dave Richeson, Robert Talbert, Kate Owens, Tyler Anderson, OCTM, Steve Phelps, Nerissa Gerodias, Andrew Knauft, T R, Janine McIntosh, Spencer Bagley, Matthew Oldridge, Dana C. Ernst, Evelyn Lamb, Tom Snarsky, Amy Hogan, Justin Lanier, TJ Hitchman, Ben Braun, Farshid Safi, Francis Su

January 9: In case you didn't read it on the 8th, it's back for the 9th: "Mathematics for Human Flourishing" by Francis Su.

Shared by: Kate Owens, John A. Pelesko, Glenn Waddell, Jr., Kay Endriss, John Golden, Sharon Vestal, Dan McQuillan, Fawn Nguyen, MAA, Francis Su, David Butler, Ben Braun, Anna Scharfeld, Markus Sagebiel, Math Coach Rivera

January 10: If you missed Michael Pershan's"Missing Factors: On Learning What You Don't Know" on the 7th, I hope you saw it on the 10th.

Shared by: Anna Blinstein, Dan Anderson, Michael Pershan, Joe Schwartz, Marilyn Burns, Lindel, Julie Kubiak, TCM - NCTM, Kristin Gray

January 11: Andrew Garrett, a software engineer for Google, wrote "New Google Classroom features make it easier to learn, teach, manage and build."

Shared by: Kayla Floyd Duncan, Phil Macoun, Kelly Boles, Tyler Anderson, Denis Sheeran, Craig Klement, Kimberly Wassmuth, Ben Rouse

January 12: There was some Desmos news that got people excited, but instead I'll draw your attention to the "Math Autobiographies" that people are writing and sharing in response to the first chapter of Tracy Johnston Zager's new book. (You'll see the Desmos news in the coming days, so you're not missing anything!)

Shared by: Shauna Hedgepeth, Simon Gregg, Kate Nowak, John Golden, Tracy Johnston Zager

Like I said, I need to keep TWiME a bit shorter for a while. See you in the next one!
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