From the Cool Cat Teacher Blog by Vicki Davis
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We all know the struggle. We see the moment a student's eyes lose focus as the sight of a tough math problem or the whispered, “I'm just bad at math” that breaks our hearts. But what if we can transform these moments? What if we can make math the exciting subject we dream for it to be.
In this week's episode of Cool Cat Teacher Talk, we're beginning a three episode journey into the heart of math education, uncovering the secrets of making numbers come alive in our classroom. From innovative research to real-world success stories, this show (and the others that will follow it) are packed with game-changing insights that I hope will upgrade how you think about teaching math.
Whether you're a seasoned math teacher looking for fresh inspiration or an educator seeking ways to make numbers more engaging to your students, this episode series will equip you with practical strategies and renewed purpose. Together, all of these educators are not just teaching math — we're calculating the possibilities and unleashing the potential of our students.
Table of contents
Episode 1: Making Math ENGAGING: Busting Myths and Boosting Learning
We start with Dr. Erin Krupa who shares the research about what works in math and is turning math into SharkTank-style adventures. Dr. Lydia Gonzalez, author of Bad at Math, is dismantling the harmful beliefs that hold our students back.
AIR DATES:🎙️Will air on WDJY 99.1FM at 4pm on February 19.
🎥 YouTube on Thursday, February 27 (Subscribe to be notified when it is released)
Future Episodes will be added Here
Episode 1 Show Notes: Making Math ENGAGING: Busting Myths and Boosting Learning
Desmos – https://www.desmos.com/
Geometer's Sketchpad – https://www.keycurriculum.com/
National Council for Teacher's of Mathematics www.nctm.org
Shark Tank for Math Presentation
- Design and Pitch CHallenges in STEM – https://sites.ced.ncsu.edu/design-and-pitch/
Resources cited in this show
- https://sites.ced.ncsu.edu/design-and-pitch/wp-content/uploads/sites/13/2020/07/NCSM-2020-Presentation.pdf
- https://lincs.ed.gov/publications/pdf/Advancing_Math_Market_Scan_1.pdf
- https://www.ixionholdings.com/the-value-of-everyday-maths-in-the-workplace/
- https://www.nytimes.com/2024/12/04/us/us-math-students-pandemic.html (December 2024)
- https://www.prnewswire.com/news-releases/photomath-the-worlds-most-popular-math-learning-app-secures-23-million-in-series-b-funding-301230591.html (February 18, 2021)
- https://www.publicnewsservice.org/2024-01-18/education/new-survey-asks-why-some-high-school-kids-dont-like-math/a88331-1
- https://youthtruth.org/resources/making-sense-of-learning-math-insights-from-the-student-experience
- https://hechingerreport.org/why-it-matters-that-americans-are-comparatively-bad-at-math/ (September 2023)
- https://www.washingtonpost.com/news/parenting/wp/2018/05/14/math-homework-we-dont-understand-and-the-problem-of-failing-to-see-students-as-math-people
- https://leadershipblog.act.org/2023/08/grade-inflation-math.html
- ttps://www.publicnewsservice.org/2024-01-18/education/new-survey-asks-why-some-high-school-kids-dont-like-math/a88331-1
- https://files.eric.ed.gov/fulltext/ED560266.pdf
- Henry Cloud, Integrity (location 2452)
- C. Andersson et al. “Characteristics of improved formative assessment practice.” Education inquiry, 8 (2017): 104-122. https://doi.org/10.1080/20004508.2016.1275185
- M. van den Berg et al. “Testing the effectiveness of classroom formative assessment in Dutch primary mathematics education.” School Effectiveness and School Improvement, 29 (2018): 339 – 361. https://doi.org/10.1080/09243453.2017.1406376
- Sello E. Moyo et al. “Evaluating the Impact of Formative Assessment Intervention and Experiences of the Standard 4 Teachers in Teaching Higher-Order-Thinking Skills in Mathematics.” **, 7 (2022). https://doi.org/10.3389/feduc.2022.771437
- H. Dayal et al. “How Teachers use Formative Assessment Strategies during Teaching: Evidence from the Classroom.” Australian Journal of Teacher Education (2021). https://doi.org/10.14221/ajte.2021v46n7.1
- Alejandra Balbi et al. “Formative Assessment and Mathematics Education: the Perspective of In-Service Mathematics Teachers.” Acta Scientiae (2022). https://doi.org/10.17648/acta.scientiae.7043
- K. Rakoczy et al. “Formative assessment in mathematics: Mediated by feedback's perceived usefulness and students' self-efficacy.” Learning and Instruction (2018). https://doi.org/10.1016/J.LEARNINSTRUC.2018.01.004
- A. Gotwals et al. “Using Video to Examine Formative Assessment Practices as Measures of Expertise for Mathematics and Science Teachers.” International Journal of Science and Mathematics Education, 13 (2015): 405-423. https://doi.org/10.1007/S10763-015-9623-8
Dr. Erin Krupa
Erin Krupa is an Associate Professor of Mathematics Education in the Department Science, Technology, Engineering, and Mathematics Education at North Carolina State University (NCSU). Her research focuses on improving the quality of mathematics teaching and learning through innovative curricular materials and professional development. Previously she was an associate professor of Mathematics Education in the Department of Mathematical Sciences at Montclair State University. She earned her Ph.D. in mathematics education at North Carolina State University (NCSU). Prior to returning for her Ph.D., Erin taught secondary mathematics at W.G. Enloe High School in Raleigh, NC. She holds a masters degree from Wake Forest University in mathematics. Erin was a Teaching Fellow at Elon University, where she earned her bachelors degree in mathematics.
Erin is interested in the design, dissemination, and effectiveness of innovative professional development for mathematics educators. She strives to provide quality professional development to enhance teachers’ instructional practice, content knowledge, and beliefs. Of particular interest to her is the impact professional development has on both curricular implementation and student mathematics achievement. Studying curricular effectiveness, Erin uses hierarchical linear modeling to examine the relationship between curriculum use and student achievement. She is interested in teachers’ implementation of instructional materials and state standards and how these influence student achievement.
Erin’s research pays close attention to the opportunity to learn students are provided within a classroom and how teachers can increase this index for all students, regardless of demographics. Her experiences working in rural, economically disadvantaged communities have been very valuable to understanding of the disparities and triumphs that occur in these communities. She enjoys working with underserved populations and strives to make quality mathematics education more equitable to all students.
Dr. Lidia Gonzalez
🎙️10 Minute Teacher Podcast episode 819: Breaking Down Barriers: How to Make Math Accessible for All Students
Dr. Lidia Gonzalez is a professor in the Department of Mathematics and Computer Science at York College of the City University of New York. A first-generation college graduate, she began her career as a high school mathematics teacher in a large, comprehensive high school in New York City. Interested in improving the mathematical experiences of urban students, she focuses her research on the teaching of mathematics for social justice, the development of mathematics identity, and teacher development.
She is the author of the book “Bad at Math? Dismantling harmful beliefs that hinder equitable mathematics education” published by Corwin Press.
Blog: https://www.york.cuny.edu/portal_college/lgonzalez
Twitter: @LidiaGonzalez66
The post How to Make Math ENGAGING appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!
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