News from the Investigations Center for Curriculum and Professional Development

Annie Sussman

Questions to Elicit Students’ Mathematical Ideas

In this Teaching Children Mathematics article, authors Annie Sussman, James Hammerman, Traci Higgins, and Eric Hochberg discuss ways to create opportunities for students to engage in the Standards for Mathematical Practice, and to support them in further explaining and justifying their ideas. (March, 2019. Article available with membership.)

Susan Jo Russell

Two Equity-Focused Presentations at the Teachers Development Group Conference

Susan Jo Russell and Deborah Schifter presented two sessions at this year’s TDG conference in Portland, OR. The conference focus this year was Awareness and Action in Service of Equity in the Day-to-Day Work of Math Teaching and Learning. The first session — Who Can Think Mathematically? Insisting on Significant Math Thinking in Urban Classrooms — focused on how work on generalization and mathematical argument in the elementary classroom opens up opportunities for students with a range of strengths and needs to engage in rigorous and meaningful mathematics. The second session — Using Representations to Explore Structure of the Operations — explored how representations can be used to understand more deeply the structure of the operations and justify conjectures students derive from noticing patterns in the number system. (February 27 – March 2, 2019)

Annie Sussman

Going to ATMNE in Warwick, RI?

On Thursday, come hear Annie Sussman and Traci Higgins’ talk: “Engaging Elementary Students with Arithmetic Structure Through Interpretation, Analysis, and Discussion of Student-Generated Representation.” 

In this discussion-style session, we will examine classroom video of grades 2-5 teachers using student-generated representation as a tool for drawing attention to and developing structural thinking while exploring computational patterns in a whole group setting. Participants will have the opportunity to explore ideas together while also leaving the session with a set of key probing questions that can be used to draw attention to structural properties of student-generated representations.

Thursday, 12/6/18, 10:45 – 12:00

Susan Jo Russell

Then, on Friday, come hear Susan Jo Russell answer the question: “What Does Multiplication Have To Do With Equity-Based Practices?”

It’s so easy for us to say, “This student just doesn’t get it.” In this interactive session, participants examine video cases to think through the importance of identifying what students are making sense of, what ideas they have on which to build, what representations they are using, what ideas seem shaky or incomplete, and what next steps might be. Participants will discuss the importance of this kind of close ongoing assessment and how it is linked to equity-based practices (Aguirre, Mayfield-Ingram, & Martin, 2013), in particular, “affirming mathematics learners’ identities.” We’ll use the context of multiplying a whole number by a fraction—content in which students are coordinating multiple ideas about numbers and operations; however, the main points of this session apply across the elementary grades. Participants will take away reflections and questions about their own practice in supporting students’ agency, identity, and proficiency.

Friday, 12/7/18, 12:00-1:15

Going to the NCTM Regional in Kansas City?

Come hear Karen Economopoulos talk about “Developing Computational Fluency in the Primary Grades.” 

What does computational fluency look like in the primary grades? How do students develop accuracy, flexibility, and efficiency with addition and subtraction? We will use student work samples and video to look at fluency across K-2, and to consider how teacher practice can support the development of such fluency.

Friday, November 2, 2018
3:15-4:30
Room 3501 D, Kansas City Convention Center

Susan Jo Russell

Going to the NCTM Regional in Hartford?

Susan Jo Russell will be at the Infinity Bar from 9:30-10:25. Sign up for a conversation here: https://www.signupgenius.com/go/5080a4daea62ba6f58-infinity. (10/6/18)

Then, come hear Susan Jo Russell’s talk, “Contextualizing and Decontextualizing: Supporting Students to Visualize Mathematical Relationships.” In this 3-5 Workshop, participants will consider video clips of students engaged in Standard for Mathematical Practice #2: Reasoning abstractly and quantitatively. We will discuss how students move back and forth between the problem context, representations of that context, and mathematical abstractions, and how the teacher supports all students to make these connections.
Saturday, October 6, 2018
1:30-2:45
Meeting Room 16, Connecticut Convention Center

 

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An Essay about the Math Practices in Investigations 3

What does it look like when students engage in the Mathematical Practices? What is the teacher’s role in supporting the Practices? Read Deborah Schifter and Susan Jo Russell’s essay about what it means to take the Mathematical Practices seriously as part of instruction. (June 15, 2018)

 

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Going to the NCTM Regional in Chicago?

Come hear Karen Economopoulos talk about 8 instructional strategies for differentiating classroom activities to meet the needs of the range of learners. These strategies are designed to help teachers learn to adjust the learning environment, and to scaffold or extend the main math ideas of an activity, in order to support and challenge the thinking of all students. 

Instructional Strategies for Supporting the Range of Learners (#1394)

Thursday, 11/30/17, from 8:00-9:15 am

Grand Ballroom A of the Hyatt Regency Chicago

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Going to NCCTM in Greensboro NC?

Karen Economopoulos is doing two talks: 

Differentiation: It’s More than Just Changing the Numbers This session focuses on strategies for differentiating classroom activities to meet the range of learners. Participants will be introduced to a structure for thinking about differentiation and a set of strategies that can be used to adjust the teaching and learning environment in order to support and extend the thinking of all students.

Thursday, 11/2/17, 1:30-3:00 pm

Koury Convention Center

Developing Computational Fluency K-5 What does computational fluency look like in the elementary grades? How do students develop accuracy, flexibility, and efficiency with whole number operations? Student work samples and video will be used to look at fluency across the grades, and to consider how teacher practice can support the development of such fluency.

Friday, 11/3/17, 9:30-11:00 am

Koury Convention Center

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Going to ATMNE in Marlboro MA?

There are two talks being given by three Investigations 3 staff:

On Thursday, come hear Annie Sussman and Deborah Schifter talk about, and see videos that examine, what the Standards for Mathematical Practice look like in the elementary grades, with a specific focus on how to support students in making sense, persevering, and constructing arguments.

Math Practices in the Classroom: What Students Do and What Teachers Do to Make It Happen

Thursday, 11/2/17, 10:15-11:45 am

Best Western Royal Plaza Hotel and Trade Center

On Friday, come hear Susan Jo Russell talk about a teaching model, illustrated with video examples, for making learning about mathematical argument a regular, ongoing part of instruction.

Noticing Regularity, Articulating with Precision, and Constructing Arguments in the Elementary Classroom

Friday, 11/3/17, 9:00-10:30 am

Best Western Royal Plaza Hotel and Trade Center

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Going to the NCTM Regional in Orlando?

Come hear Karen Economopoulos talk about 8 instructional strategies for differentiating classroom activities to meet the needs of the range of learners. These strategies are designed to help teachers learn to adjust the learning environment, and to scaffold or extend the main math ideas of an activity, in order to support and challenge the thinking of all students. 

Instructional Strategies for Supporting the Range of Learners (#1352)

Friday, 10/20/17, from 1:30-2:45 pm

Room W108 of the Orange County Convention Center

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Helping Teachers Engage Students in the Process of Mathematical Argument

Our colleague Virginia Bastable was interviewed about her new book, But Why Does It Work?, and about “how mathematical models can support math argumentation, conjectures, and really understanding the affects of operations.” (Teaching One Moore, October 1, 2017)

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How Fourth-Graders Made Me a Mathematician Again

Our colleague Reva Kasman, one of the authors of But Why Does It Work?, wrote a wonderful article about how her work with elementary teachers, on a project focused on bringing mathematical argument into 2nd-5th grade classrooms, made her “ponder the big question: What exactly is a mathematician? What do mathematicians do and why was it so clear to me that these students were functioning as communities of mathematicians?”. (MAA Focus, August/September, 2017)

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A New School Year

Read about the Larkspur-Cordera School District getting ready for a new school year. We are happy to be working with them on the implementation of Investigation 3. (August 25, 2017)

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MA Math Hall of Fame

We are thrilled to announce that our colleague, Deborah Schifter, has joined Susan Jo Russell in the Massachusetts Mathematics Hall of Fame. At the induction ceremony, Deborah said, “There are many things I am grateful for in my career, but at the top is the opportunity to channel the insight, intelligence & wisdom of…amazing teachers.” How lovely that many of those teachers were in the room. (June 27, 2017)

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Want Better Math Students? Argue.

An interview with Deborah Schifter, one of the authors of But Why Does It Work?. Learn about “how argumentation, reasoning, and proof can advance math learning, even at a young age.” (May 10, 2017)

But Why Does It Work?

We are thrilled to announce a new book by our colleagues Susan Jo Russell, Deborah Schifter, Reva Kasman, Virginia Bastable, and Traci Higgins! This book helps teachers learn how to develop students’ abilities to justify their thinking and engage with the reasoning of others. It includes links to classroom video examples. Learn more and download a sample. (March 29, 2017)

Ed Reports: Authors’ Response

Read the authors’ response to EdReports review of Investigations 3. (March 22, 2017)

Ed Reports: Publisher’s Response

Read the publishers’ response to Ed Reports’ review of Grades K-2 and Grades 3-5 of Investigations 3. (March 15, 2017)

Author Talks

We are excited to announce the first in a series of free webinars, hosted by the Investigations Center for Curriculum and Professional Development. Join authors Keith Cochran and Karen Economopoulos as they discuss content and features of the 3rd edition of Investigations. Learn about future webinars and access recordings of past webinars. (October, 2016)

Investigations 3 Professional Development

We are thrilled to announce a new professional development experience, specific to Investigations 3. The Investigations 3 Institute, designed for new and experienced users of Investigations, focuses on what’s new and different about Investigations 3. Learn more about other professional development offerings, which are being updated to incorporate Investigations 3. (June, 2016)

The 3rd Edition!

We are excited to announce the release of the 3rd edition! Learn about the highlights of Investigations 3. (April, 2016)