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What role does reflection have on mathematical understanding, and how can teachers facilitate the development of reflective dispositions in young mathematicians? Participants in this course—led by two teachers in urban Washington, D.C., schools—will engage in discourse about the role of reflection in mathematical understanding by generating a list of thinking moves that develop a reflective disposition. We will aim to connect these move to the Common Core State Standards for Mathematical Practice as ways to engage students of all grade levels in mathematically complex tasks. Throughout the session, participants will engage in a variety of thinking routines that promote and deepen reflective dispositions. Participants will reflect on authentic student work by using a thinking routine, engage in a mathematical inquiry using an individual and group problem solving process, and then reflect upon shifts in their own thinking and understanding at the end of the course.
Intended Audience: Math elementary and middle school teachers