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Post by corastack1 on May 16, 2018 10:29:01 GMT -5
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Post by corastack1 on Jun 16, 2018 3:56:56 GMT -5
Here is a very interesting article which will help you sort out all your problems with in life.... www.irishcentral.com/opinion/others/was-freud-right-is-psychoanalysis-of-no-use-to-the-irisham off to the brilliant Doolin folk festival and My objective is to meet the brilliant Paul Brady and have a short chat and get a photo with him. There is Mary Coughlan Scullion and a host of others and the best in trad and Irish folk rock it is one of the best music festivals in the country for quality and fun and getting better every year.
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Post by corastack1 on Jul 27, 2018 3:22:24 GMT -5
This article on mathematics education may be of interest to readers of these posts
Positioning Students as Mathematically Competent Promoting and valuing students’ participation in mathematical discourse—sharing their reasoning; creating, critiquing, and revising arguments; and engaging in collaborations aimed at making sense of and using mathematical ideas—is a way of positioning them as being mathematically competent. In order to ensure that each and every student not only understands and can make use of foundational mathematics concepts and relationships but also comes to experience the joy, wonder, and beauty of mathematics, we must position each and every student as mathematically competent. This requires creating classroom structures—norms and routines—that support students to take risks to engage in discourse and to see themselves as capable and worthy of being heard. In doing so, students’ mathematical identities are connected to their participation in a set of productive practices and processes of doing mathematics. Aguirre, Mayfield-Ingram, and Martin (2013) define mathematical identity as “the dispositions and deeply held beliefs that students develop about their ability to participate and perform effectively in mathematical contexts and to use mathematics in powerful ways across the contexts of their lives” (p. 14).
However, in too many mathematics classrooms mathematical competence is assigned solely on the basis of quickness and correctness, giving the mistaken impression that only some students are “good at math.” This creates an environment where students’ mathematical reasoning goes unexamined and unvalued; consequently, little is known about how they make sense of mathematics, how they use their mathematical understanding in developing solutions, and why their solutions do or do not make sense. Correct answers matter but not as indicators of who is able to do mathematics. Engaging in mathematical discourse is essential for developing mathematical identity and should be recognized as a better indicator of mathematical competence. In what ways must our classrooms and lessons change to promote positive mathematical identities for each and every student?
To get an understanding of positioning students as competent, I invite you to watch Video Clip One from the Bike and Truck Task found in NCTM’s Principles to Actions Toolkit. The video clip is drawn from a high school algebra 1 class but practices modeled in this lesson have strong relevance across all grade bands. To set up the discussion the teacher, Ms. Shackelford, invented a fictional student, Chris, to help her students focus and clarify their thinking about the graphical representation of the position of the truck as a function of time. After watching the video, think about the following questions:
What norms and routines must have been established and practiced to allow students to engage in the sort of mathematical discourse that positioned each of them as mathematically competent? How do the forms of participation move the students forward in their thinking about the mathematics? What would happen to the students’ respective mathematical identities if this same task unfolded in a different classroom in which Jacobi is told immediately his reasoning is incorrect and Charles is told he is correct? The video clip is an illustration of how Ms. Shackelford engaged students in reasoning and sense making through a routine of listening to and critiquing others’ reasoning. Ms. Shackelford positioned Jacobi (yellow shirt) and Charles (maroon shirt) as capable contributors to mathematical discussion. Jacobi’s reasoning did not fit the graphical representation of the truck but he was highly participatory and was able to interact with Charles, whose reasoning did fit the graphical representation of the truck. In the clip we see Jacobi and Charles engaged in public sense-making by sharing their mathematical thinking with their peers and Ms. Shackelford. By publicly making the interaction between Jacobi and Charles worthwhile, Ms. Shackelford positions both students as having mathematical competence through their participation. Their ideas were welcomed and used to build mathematical understanding. When students share and value their mathematical ideas through processes of mathematical discourse, they move away from mathematics competence as producing correct answers quickly and toward mathematics competence as participatory.
Ms. Shackelford conducted this lesson in April of the academic year, and it appeared that the social norm in her classroom had been firmly established and that her students were well aware of, and comfortable with, her expectations that they would explain their thinking, respectfully critique others’ reasoning, and make mathematical connections. The lesson in Ms. Shackelford’s classroom also modeled intellectual authority as being shared between the teacher and students. As students author ideas, decide and justify whether particular ideas are reasonable, and press one another for explanations, they take on forms of intellectual authority that support collaborative mathematics teaching and learning (Langer-Osuna, 2017).
Positioning students as mathematically competent must happen with clarity and consistency to have a long-lasting positive impact on their mathematical identities (Munson, 2018). The questions below are a start for reflecting on how students might be positioned as mathematically competent in your classroom.
How do I create classroom norms and routines that support students to take risks to engage in mathematical discourse? In what ways are students’ mathematical ideas shared and valued? How do my teaching practices communicate to each and every student that their ideas matter? In what ways is intellectual authority distributed in my classroom? How do my teaching practices use students’ ideas to guide them to important mathematical insights and understandings? I encourage you to use the questions to reflect on your classroom and teaching practices. Please share your successes and challenges on MyNCTM.org.
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Post by corastack1 on Oct 17, 2018 1:01:13 GMT -5
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Post by corastack1 on Dec 30, 2018 8:50:53 GMT -5
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Post by corastack1 on Apr 27, 2019 9:18:41 GMT -5
I am not sure this is a project maths board and education and would wish people would keep to the subject on the boards the very sad news is that Richard Timoney one of Ireland's greatest mathematicians passed away recently... RIP he made a huge contribution to Irish mathematics and the IMS and will be very sadly missed by all
Dr Stack PhD
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Post by corastack1 on Apr 27, 2019 9:28:26 GMT -5
Heve reported both posts as highly inappropriate for these boards
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Post by corastack1 on Apr 29, 2019 8:11:09 GMT -5
Everyone on this site knows I am a great fan of the arts music and culture here is a song that means a lot to me www.youtube.com/watch?v=kcPc18SG6uAI now do a lot of linked in where I have an amazing number of friends and connections it is a fabulous network life is a journey and no one never can predict the destination
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Post by corastack1 on Apr 29, 2019 8:22:57 GMT -5
I want to sincerely thank Dr Stephen Wills former president of the Irish Mathematics Society and all at UCC for all the help they have given me in moderating these boards and you couldn't meet more decent and again not only is Prof Richard Timoney a huge loss to Irish Mathematics but also Prof Finbarr Holland Professor Don Barry Prof Robin Harte and so many at UCC who spoke out against project maths and there certainly was no intention to blame anybody no one did anything out of bad intentions as a great supporter of the Irish Times I believe their education reporter RIP did not understand the complexity of the issues so you can't blame anyone for this. Everyone has a right to their view but in the end the most informed should be listened to and in an interview with Miles Duncan on the Pat Kenny show with the brilliant Professor Steve Kirkland an amazing and most dedicated teacher of mathematics Mr John Brennan said in order the country should listen in this order to Dr Cora Stack and Prof Stephen O Brien UL
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Post by corastack1 on Jun 3, 2019 10:54:35 GMT -5
There is corruption everywhere in Ireland corruption in education corruption in law corruption in the public service corruption in banking corruption in business there everywhere there is power and money there is corruption people with no money are abused by the people with the power and money to do it and many have to stay silent and what this board is saying is that where there is too much cronyism the result can be corruption and in the end it is the students of Ireland will suffer from the appalling syllabus that is Project Maths nobody cares because it is a case that there is 'nothing in it for me' attitude that unfortunately seems to dictate everything in Modern Ireland. Vested interests are everywhere pull their people into 'their' jobs 'their' committees etc etc if you raise your head about the parapet that is the end of your career or promotional possibilities and everything will be done to see you are not selected for interview or if you are it is because you meet the criteria or your ideas are wanted or taken and it is done so clinically and flawlessly I mean the dishonesty and lack of ethics and interest in what is important continues to to shocks me. Have a nice summer the debate is not over but the educational system in Irish Mathematics has suffered greatly as a result of this new syllabus being introduced and their is universal silence and that shows the extent of the corruption if that is not too strong a word for it
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Post by Stephen Wills on Jun 14, 2019 3:35:03 GMT -5
Since there has been little activity on this board in recent years, and we now appear to be on the receiving end of various spam messages completely unrelated to the IMS, I am now going to lock this thread, plus the other open threads in the General Board. The information here should remain visible to all.
I've not been on the IMS committee for a while now, so I don't feel it is my responsibility to maintain this. If someone else wants to set up something similar then please go ahead!
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