When test-prep season arrives, it is often a challenge to maintain math communities that focus on sense-making. In this workshop we’ll discuss a problem-solving routine that allows us to review emphasized content while keeping up strong math habits. This routine allows students to develop authentic problem solving strategies while brushing up on the major standards in the Common Core. We have materials for 3rd, 4th, and 5th Grades.

At our session we will...

• try out the problem sets, worked examples, and stamina trials.
• review the 8-week calendar for test preparation for grades 3-5.
• practice meaningful conferring moves that strengthen your students' confidence and abilities as thoughtful problem solvers.

Register here.

This lesson study is the culmination of work begun during a full day workshop on Tuesday, January 28, 2020. You can register for that session and/or this lesson study here.

Teaching with coherence in mind means recognizing the ways in which new learning builds off previous understandings. In a coherence cycle, participants are invited to develop their own understanding of content and pedagogy around a particular mathematical topic, through the lens of coherence.

This coherence cycle invites participants to explore the operation of subtraction. What is the meaning of subtraction? Can you add to subtract? How does taking away relate to finding the difference? During this lesson study, teachers will collaboratively investigate these questions. A lesson observation will be the focal point as we discuss ways educators can structure their practice with coherence in mind.

Register here.

This lesson study is the culmination of work begun during a series of workshops in January and February, 2020. You can register for those sessions and/or this lesson study here.

Teaching with coherence in mind means recognizing the ways in which new learning builds off previous understandings. In a coherence cycle, participants are invited to develop their own understanding of content and pedagogy around a particular mathematical topic, through the lens of coherence.

This coherence cycle invites participants to explore the progression of fraction understandings that students experience via the Common Core. What are fractional units, and why are they important? What’s the connection between fractions of geometric shapes and fractions on the number line? During this lesson study, teachers will collaboratively investigate these questions. A lesson observation will be the focal point as we discuss ways educators can structure their practice with coherence in mind.

Register here

Coherence Cycle Part 3 (Manhattan)

Teaching with coherence in mind means recognizing the ways in which new learning builds off previous understandings. In a coherence cycle, participants are invited to develop their own understanding of content and pedagogy around a particular mathematical topic, through the lens of coherence.

What are fractional units, and why are they important? What’s the connection between fractions of geometric shapes and fractions on the number line? In this coherence cycle, participants will explore the progression of fraction understandings that students experience via the Common Core.  Through a content session, an opportunity to conduct math interviews with students, and a pedagogy session, participants will consider the language, tools, and progression of ideas we can build from to help students make sense of fractions.

The cycle will culminate with a fractions-focused lesson study in a Grade 4 class on February 11, which interested teachers can register for separately. 

Register for one, two or all three workshops.

Register here

Coherence Cycle Full Day Workshop (Manhattan)

Teaching with coherence in mind means recognizing the ways in which new learning builds off previous understandings. In a coherence cycle, participants are invited to develop their own understanding of content and pedagogy around a particular mathematical topic, through the lens of coherence.

What are fractional units, and why are they important? What’s the connection between fractions of geometric shapes and fractions on the number line? In this coherence cycle, participants will explore the progression of fraction understandings that students experience via the Common Core.  Through a content session, an opportunity to conduct math interviews with students, and a pedagogy session, participants will consider the language, tools, and progression of ideas we can build from to help students make sense of fractions.

The cycle will culminate with a fractions-focused lesson study in a Grade 4 class on February 11, which interested teachers can register for separately.

This workshop is also being conducted over the course of 3 after-school sessions.

Register here

Coherence Cycle Part 2 (Manhattan)

Teaching with coherence in mind means recognizing the ways in which new learning builds off previous understandings. In a coherence cycle, participants are invited to develop their own understanding of content and pedagogy around a particular mathematical topic, through the lens of coherence.

What are fractional units, and why are they important? What’s the connection between fractions of geometric shapes and fractions on the number line? In this coherence cycle, participants will explore the progression of fraction understandings that students experience via the Common Core.  Through a content session, an opportunity to conduct math interviews with students, and a pedagogy session, participants will consider the language, tools, and progression of ideas we can build from to help students make sense of fractions.

The cycle will culminate with a fractions-focused lesson study in a Grade 4 class on February 11, which interested teachers can register for separately. 

Register for one, two or all three workshops.

Register here

Coherence Cycle Full-Day Workshop (Brooklyn)

Teaching with coherence in mind means recognizing the ways in which new learning builds off previous understandings. In a coherence cycle, participants are invited to develop their own understanding of content and pedagogy around a particular mathematical topic, through the lens of coherence.

What is the meaning of subtraction? Can you add to subtract? How does taking away relate to finding the difference? In this coherence cycle, participants will explore the operation of subtraction. Through a content workshop, an opportunity to conduct math interviews with students, and a pedagogy workshop, participants will consider the language, tools, and progression of ideas we can build from to help students make sense of subtraction.

The cycle will culminate with a lesson study at PS 321 on Wednesday, February 12th. Teachers are welcome to attend the Full Day Workshop only, the Lesson Study only, or both days.

Register here

Coherence Cycle Part 1 (Manhattan)

Teaching with coherence in mind means recognizing the ways in which new learning builds off previous understandings. In a coherence cycle, participants are invited to develop their own understanding of content and pedagogy around a particular mathematical topic, through the lens of coherence.

What are fractional units, and why are they important? What’s the connection between fractions of geometric shapes and fractions on the number line? In this coherence cycle, participants will explore the progression of fraction understandings that students experience via the Common Core.  Through a content session, an opportunity to conduct math interviews with students, and a pedagogy session, participants will consider the language, tools, and progression of ideas we can build from to help students make sense of fractions.

The cycle will culminate with a fractions-focused lesson study in a Grade 4 class, which interested teachers can register for separately. 

Register for one, two or all three workshops.

Register here

Tape diagrams can help students (and teachers!) make sense of problems while also illuminating the meaning of operations. In this workshop, we will explore the ways in which tape diagrams can be incorporated into mathematics instruction to support student understanding of the relationships between values in a problem.

We will represent complex problems ourselves using tape diagrams and consider the impact of shared representations on the building of robust mathematical communities. This workshop is geared toward teachers of grades 1-5, but all teachers are welcome.

Register here.

Tape diagrams can help students (and teachers!) make sense of problems while also illuminating the meaning of operations. In this workshop, we will explore the ways in which tape diagrams can be incorporated into mathematics instruction to support student understanding of the relationships between values in a problem.

We will represent complex problems ourselves using tape diagrams and consider the impact of shared representations on the building of robust mathematical communities. This workshop is geared toward teachers of grades 1-5, but all teachers are welcome.

Register here.

The NYC Math Lab, a summer institute offered by the Math Collective, is a week-long professional development opportunity for teachers to observe, analyze and participate in the teaching of a group of students who will enter 5th grade in the fall. Each day will involve a pre-brief about the day’s lessons, two hours of observing lessons taught by Math Lab facilitators, study of student work, and lesson debrief. Time will also be provided to discuss implications and plan for the upcoming school year. Read more here.

WHO: Teachers of any grade K-8 are welcome to attend; the content (fractions) may be of particular interest to teachers of grades 3-8.

REQUIREMENTS: Teachers are required to commit to attending all 5 days of the lab week.

QUESTIONS? Email mathcollective@mathcollective.org.

TO REGISTER: Please complete this application. We will contact you to let you know if you've been accepted to attend. Preference is given to teachers from sponsoring schools (PS 20M, 110M, 140M and 142M). If you teach at a non-sponsoring school but are still interested in attending, complete the application and we will be in touch.

The NYC Math Lab, a summer institute offered by the Math Collective, is a week-long professional development opportunity for teachers to observe, analyze and participate in the teaching of a group of students who will enter 5th grade in the fall. Each day will involve a pre-brief about the day’s lessons, two hours of observing lessons taught by Math Lab facilitators, study of student work, and lesson debrief. Time will also be provided to discuss implications and plan for the upcoming school year. Read more here.

WHO: Teachers of any grade K-8 are welcome to attend; the content (fractions) may be of particular interest to teachers of grades 3-8.

REQUIREMENTS: Teachers are required to commit to attending all 5 days of the lab week.

QUESTIONS? Email mathcollective@mathcollective.org.

TO REGISTER: Please complete this application. We will contact you to let you know if you've been accepted to attend. Preference is given to teachers from sponsoring schools (PS 20M, 110M, 140M and 142M). If you teach at a non-sponsoring school but are still interested in attending, complete the application and we will be in touch.

The NYC Math Lab, a summer institute offered by the Math Collective, is a week-long professional development opportunity for teachers to observe, analyze and participate in the teaching of a group of students who will enter 5th grade in the fall. Each day will involve a pre-brief about the day’s lessons, two hours of observing lessons taught by Math Lab facilitators, study of student work, and lesson debrief. Time will also be provided to discuss implications and plan for the upcoming school year. Read more here.

WHO: Teachers of any grade K-8 are welcome to attend; the content (fractions) may be of particular interest to teachers of grades 3-8.

REQUIREMENTS: Teachers are required to commit to attending all 5 days of the lab week.

QUESTIONS? Email mathcollective@mathcollective.org.

TO REGISTER: Please complete this application. We will contact you to let you know if you've been accepted to attend. Preference is given to teachers from sponsoring schools (PS 20M, 110M, 140M and 142M). If you teach at a non-sponsoring school but are still interested in attending, complete the application and we will be in touch.

The NYC Math Lab, a summer institute offered by the Math Collective, is a week-long professional development opportunity for teachers to observe, analyze and participate in the teaching of a group of students who will enter 5th grade in the fall. Each day will involve a pre-brief about the day’s lessons, two hours of observing lessons taught by Math Lab facilitators, study of student work, and lesson debrief. Time will also be provided to discuss implications and plan for the upcoming school year. Read more here.

WHO: Teachers of any grade K-8 are welcome to attend; the content (fractions) may be of particular interest to teachers of grades 3-8.

REQUIREMENTS: Teachers are required to commit to attending all 5 days of the lab week.

QUESTIONS? Email mathcollective@mathcollective.org.

TO REGISTER: Please complete this application. We will contact you to let you know if you've been accepted to attend. Preference is given to teachers from sponsoring schools (PS 20M, 110M, 140M and 142M). If you teach at a non-sponsoring school but are still interested in attending, complete the application and we will be in touch.

The NYC Math Lab, a summer institute offered by the Math Collective, is a week-long professional development opportunity for teachers to observe, analyze and participate in the teaching of a group of students who will enter 5th grade in the fall. Each day will involve a pre-brief about the day’s lessons, two hours of observing lessons taught by Math Lab facilitators, study of student work, and lesson debrief. Time will also be provided to discuss implications and plan for the upcoming school year. Read more here.

WHO: Teachers of any grade K-8 are welcome to attend; the content (fractions) may be of particular interest to teachers of grades 3-8.

REQUIREMENTS: Teachers are required to commit to attending all 5 days of the lab week.

QUESTIONS? Email mathcollective@mathcollective.org.

TO REGISTER: Please complete this application. We will contact you to let you know if you've been accepted to attend. Preference is given to teachers from sponsoring schools (PS 20M, 110M, 140M and 142M). If you teach at a non-sponsoring school but are still interested in attending, complete the application and we will be in touch.

The measurement progression in the Common Core (Next Generation Learning Standards) is our best support as we help our students develop real mathematical understanding of measurement and its connections to number and operation. We will develop our own understanding of this progression and consider how it guides our assessment and conferring.

We will

• solve some problems together to develop our own sense of this progression.
• focus on tools and language that support our understanding measurement.
• work collaboratively with schools across the city.

Register here

The Math Collective has planned a series especially for Building Leaders. Join us to answer the following questions:

• How can you support mathematics teaching and learning in your school?

• How can your constructive feedback improve thoughtful mathematics instruction?

• How can you determine that teachers are using the coherence of the Common Core to connect to big mathematical ideas?

In this series of three half-days, we will...

• Observe coherent instruction in a variety of classroom settings.

• Confer with students to practice assessing student sense making of big ideas.

• Explore learning progressions to better understand how teachers can frame instruction.

Session I – Thursday, January 31, 8:30-11:30 PS 142, 100 Attorney St, Manhattan

Session II – Thursday, February 28, 8:30-11:30 PS 169, 4305 7th Ave, Brooklyn

Session III – Thursday, March 28, 8:30-11:30 PS 51, 525 West 44th St, Manhattan

Register here.

The Math Collective has planned a series especially for Building Leaders. Join us to answer the following questions:

• How can you support mathematics teaching and learning in your school?

• How can your constructive feedback improve thoughtful mathematics instruction?

• How can you determine that teachers are using the coherence of the Common Core to connect to big mathematical ideas?

In this series of three half-days, we will...

• Observe coherent instruction in a variety of classroom settings.

• Confer with students to practice assessing student sense making of big ideas.

• Explore learning progressions to better understand how teachers can frame instruction.

Session I – Thursday, January 31, 8:30-11:30 PS 142, 100 Attorney St, Manhattan

Session II – Thursday, February 28, 8:30-11:30 PS 169, 4305 7th Ave, Brooklyn

Session III – Thursday, March 28, 8:30-11:30 PS 51, 525 West 44th St, Manhattan

Register here.

When test-prep season arrives, it is often a challenge to maintain math communities that focus on sense-making. In this workshop we’ll discuss a problem-solving routine that allows us to review emphasized content while keeping up strong math habits. This routine allows students to develop authentic problem solving strategies while brushing up on the major standards in the Common Core. We have materials for 3rd, 4th, and 5th Grades.

At our session we will...

• try out the problem sets, worked examples, and stamina trials.
• review the 8-week calendar for test preparation for grades 3-5.
• practice meaningful conferring moves that strengthen your students' confidence and abilities as thoughtful problem solvers.

Register here.

The Math Collective has planned a series especially for Building Leaders. Join us to answer the following questions:

• How can you support mathematics teaching and learning in your school?

• How can your constructive feedback improve thoughtful mathematics instruction?

• How can you determine that teachers are using the coherence of the Common Core to connect to big mathematical ideas?

In this series of three half-days, we will...

• Observe coherent instruction in a variety of classroom settings.

• Confer with students to practice assessing student sense making of big ideas.

• Explore learning progressions to better understand how teachers can frame instruction.

Session I – Thursday, January 31, 8:30-11:30 PS 142, 100 Attorney St, Manhattan

Session II – Thursday, February 28, 8:30-11:30 PS 169, 4305 7th Ave, Brooklyn

Session III – Thursday, March 28, 8:30-11:30 PS 51, 525 West 44th St, Manhattan

Register here.

Part 2 of 2.

Session info here.

Part 1 of 2. Second session on 12/13/18.

Multiplication is the start of proportional reasoning  - we can interpret 3 x 4 as for every 1, there is 4. This two-part after school workshop will help teachers fine tune their understanding of multiplicative thinking with an emphasis on the relationship between multiplication and division. For many students the shift from additive to multiplicative thinking is incomplete, and plagues their future work in mathematics. Using video, student interviews and their own experiences with multiplication and division, teachers will extend their own understandings and so deepen their ability to help students make the cognitive shift from additive to multiplicative thinking.

Participants will:

• deepen content understanding of multiplication and division
• Extend ability to listen to and interpret student thinking
• Strengthen coherence of multiplication and division instruction

Location TBA.

Register here.

The lesson will take place in a 4th grade classroom, but the lesson study is open to teachers of any grade who are interested in thinking about how to promote reflection, collaboration, communication, equity, and sense-making in a math community.

Register here by November 29th. You will receive confirmation on 11/30 and the lesson plan will be sent to you before the day of the lesson study.

Tape diagrams can illuminate the meaning of operations and help students and teachers make sense of problems. In this workshop, we will explore the ways in which tape diagrams can be incorporated into mathematics instruction to support student understanding of the relationship between the values in a problem. We will represent complex problems ourselves using tape diagrams and consider the impact of shared representations on the building of robust mathematical communities.

 Objectives:
• Gain an understanding of how tape diagrams represent the meaning of operations
• Experience how tape diagrams help problem solvers make sense of problems and develop solution paths
• Develop ideas for how to incorporate tape diagrams into instruction

Register here.

This year, the Math Collective is planning to develop trainings and resources for school leaders. We are holding a roundtable discussion to help us launch this work. We’ll be exploring questions like

• how do you support mathematics teaching and learning in your school?

• how can your constructive feedback improve thoughtful mathematics instruction?

• how are other school-building leaders grappling with supporting teachers?

We envision creating content and pedagogy rich rubrics that build leaders’ ability to evaluate and support instruction.

We encourage you bring a “plus one” to thought-partner with you. For example, you might bring an assistant principal, an instructional coach, or a math leader.

A joyful math community is one in which students feel safe to take risks, make mistakes, and share their thinking. It’s a place where doing math is a collaborative, meaningful experience for all learners. This workshop will offer teachers tools, resources and images of vibrant math classrooms that will help you lay a foundation for a strong math community this year.

Information about per session and CTLE credits coming soon.

Come to our annual Math Collective Mixer:

• Meet other math educators!
• Hear about the Math Collective’s plan for the year!
• Learn how you can get involved!

The Math Collective is a group of educators who work together to spread progressive ideas about math education. Our goal is to create a community that works together and supports each of its members. Come hear about how you can get involved with us this year. Listen to our plans and share your own ideas. Maybe sign up to help plan and lead a workshop!

Light refreshments will be served, but please feel free to bring anything you’d like to share!

Please RSVP here.

Join the Math Collective Tuesday, April 24 for an all-day lesson study focusing on student talk and students' beliefs about their roles in the mathematics community. The basis of our planning will be this value statement: All students communicate their ideas, knowing they make valuable contributions to mathematical thinking and have the big idea skill set to look forward to further mathematical challenges.

The all-day study will take place at Dos Puentes Elementary School in a Kindergarten classroom, with visits to a 1st and 2nd grade classroom.

Below is the rough schedule for the day:

8:30 - 9:30 - Introduction: Planning team leads a discussion around how they imagine the lesson design supports students in developing their role in the mathematics community ("All students believe they have the power to make mathematical sense using their linguistic, reasoning and community resources") and provides thinking experiences around the properties of addition and subtraction.
9:30 - 10:30 - Lesson in Kindergarten
10:30 - 10:45 - Quiet reflection
10:45 - 12:00 - Debrief
12:00 - 1:00 - Lunch
1:00 - 1:20 - Prepare for conferring
1:20 - 1:45 - Conferring with 1st Grade students
2:45 - 2:10 - Conferring with 2nd Grade students
2:10 - 2:40 - Debrief conferring and reflection on the day

CTLE credits available for schools supported by the Manhattan and Brooklyn North Field Support Centers.

Register here.

Tape diagrams can help students (and teachers!) make sense of problems at the same time they illuminate the meaning of operations.  In this workshop we will explore the ways in which tape diagrams can be incorporated into mathematics instruction to support student understanding of the relationship between values in a problem.

We will represent complex problems ourselves using tape diagrams and consider the impact of shared representations on the building of robust mathematical communities.

Tired of typical test prep? Want to maintain your focus on community and strong habits while reviewing emphasized content? Try out our problem solving routine! We’ve created a routine that allows students to develop authentic problem solving strategies while brushing up on the major standards in the Common Core. We have materials for 3rd, 4th, and 5th Grades.

At our session we will...

• try out the problem sets, worked examples, and stamina trials.
• review the 8-week calendar for test preparation for grades 3-5.
• practice meaningful conferring moves that strengthen your students' confidence and abilities as thoughtful problem solvers.

Offered only in Brooklyn but open to participants from all 5 boroughs.