We have heard from both teachers and leaders that it's a struggle to know what to look for in a Math is Figure-out-able classsroom and how to evaluate it, and help each other better our teaching craft. In this episode Pam and Kim go through the NCTM Effective Teaching practices and discuss and suggest conversations about how those standards look in a Math is Figure-out-able classroom.
Talking Points:

• What does it mean to "establish mathematics goals to focus on learning"?
• What do tasks that "promote reasoning and problem solving" vs direct teaching look like?
• What all is entailed in "connecting matematical representations"? 
• Why is "meaningful mathematical discourse" critical and what does it sound like? (listen to Episode 128 for more about Do, Say, Represent)
• What do "purposeful questions" sound like? The difference between funneling vs focusing questions.
• How we tweak "build (procedural) fluency with conceptual understanding"?
• What is "productive struggle"? Do you need time, or help? (listen to Episode 113 for more about productive struggle)
• What do tasks or problems look like that "elicit evidence of student thinking" then "use the thinking" to move the math forward?

Don't forget to join the You Can Change Math Class Challenge! Register at mathisfigureoutable.com/change

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