Something we’ve learned from the pandemic is that people want a more balanced life. We want decent wages to afford a home and good food, enough to save for vacations and retirement. We want enough time to take care of ourselves and our families.
We don’t mind going to the office, but not five days a week, battling hours of traffic, coming home depleted.
As teachers, we are seeing the impact the year without in-person school has had on our students. We see that they can’t just come back to campus and pick up where they left off.
I think one thing that’s going on for all of us is that we are wondering what this is all for. We have been ignoring our basic human needs for a long time in order to get ahead – getting a promotion, a job title, getting into the ‘right’ college. We lost focus on our interdependence, the joy of learning, and the beauty of the moment.
I think we all want to get back to a new normal that is a bit less stressful, a bit less fast, a bit less busy. I think we’d like to see all people respected, a plan for improving the climate situation, a focus on community, and our common values.
It’s a great time to re-examine our why. In schools, it’s a great time to assign less homework, ease up on the testing culture and find ways to engage our students.
Personally, I want to talk about contributions of non-white mathematicians and economists. I want to engage students using global data, to get them aware of how things things are outside of the US.
It’s so rewarding to see the things students do when given some parameters, a rubric, some help and their own creativity. The students seem to like the project, some of them get really into it. The featured image here is by Rowe S.
Sorry, I just can’t give the kids a real final. I’ve had a hard time giving quizzes and tests all year. I blame it on the Pandemania! Most of my students grades have been based on completing their notes, practice assignments, and few alternative assessments. Even when I would give a quiz I followed up with providing the solutions so they could resubmit, generating a lot of 100% scores.
I’ve gotten good feedback from the students who are earnestly doing their best. Themes tend to be they felt less pressure, felt like they could focus on learning and enjoyed coming to class. Students who said they didn’t like math in the past are enjoying this year. What a gratifying outcome given the majority of our year was virtual.
For the ‘final’ I am actually having them do a project (rubric available here). But, I was worried about their ability to hit the ground running in the fall if they are going into Pre-Calculus at our (or any) high school or college campus. I’m not sure how well they actually learned the material or retained it this year. So, I’m giving them a fake final.
It’s a regular final, but I call it fake because I will also provide the answers and links to Khan Academy in case they decide they should study the topics before they get into pre-calculus next year. I also won’t be grading it. They will. It’s also not required. They seem to like this idea, because they share my concerns for the most part. It’s not required because not every one is continuing on to high school level Pre-Calc – some are going to statistics, graduating, etc. But, they need to take placement tests if going to college, etc. This can help them prep for that if they need to.
Below are links to the pdf file and Khan Academy that can help them. If you want the Word version, just email me a firstname.lastname@example.org
We did decide to skip some topics this year: Data Analysis and Trigonometry, so those topics are covered through Khan, but we didn’t cover them in class so you won’t see them on the exam. The arrangement of the video units on Khan Academy is different than our course arrangement, but hopefully, students know enough that they can navigate the topic list!
As we head into finals season, students have asked to do another project! This blog post will be updated as we get underway, but so far, here is the updated rubric draft for Spring Semester! I thought I’d put it out there after the last post on this type of project has had so many views and downloads lately. 🙂
This fall, I and many of my colleagues decided not to give a cumulative final exam. Instead, I gave students a rubric for a math art project using Desmos. I’ve done this project before during spring semester, but never as an end of semester cumulative ‘assessment.’ In order to get an A, my Algebra 2 students needed to include functions we hadn’t learned about yet. They ran with it.
This was a genuine assessment, as I answered any question they asked, but got them to learn and take risks. This project allowed for instant feedback and was challenging and even frustrating at times for students, but they handled it and some even said it was addicting. Is that a bad thing?
“I really enjoy my math final art project. I got so kind of addicted to the process of doing it, even though it was a lot of trial and error. But it was a great opportunity for me to mix my passion with the ocean, sharks, etc… with something I’m learning in school. That’s one of the few opportunities you get to do in school. Mixing something that you’re really passionate about and put it into your daily life kind of. This was the highlight for me this semester during COVID and I really enjoyed it. Thank you Ms. Hailer.” – Caroline L.
In 2013, I wrote my master’s thesis on Algebra 2 as a gatekeeper course. I used performance data from the standardized test at the time, the STAR test. It tested every student every year in mathematics, by the course they took.
Since then, some things have changed including the standards we teach for each course and the frequency at which we test students. We administer a standardized test in high school mathematics only in the 11th grade. There are some others, but this is the main one for monitoring proficiency levels on a wide-scale basis throughout California.
I was wondering if our proficiency scores had improved over time. At a glance, they haven’t. But, let’s dig deeper. In some ways, this is an apple to oranges comparison because now all students take the same exam in their junior year of high school, instead of taking an exam every year, based on which course they are currently taking. The exam is administered mostly online and is apparently interactive. You can get detailed information about how the exam works here. In fact, there is a lot of detail there and it may be overwhelming, so good luck!
I decided that the best approach for comparison would simply be to look at the Algebra 2 proficiency scores and compare them to the 11th grade exam, since it is the recommended path that most students take Algebra 2 by their junior year, even though some take it sooner and some take it later.
You can see the results for 2012 Algebra 2 proficiency for each of the Counties in the 9-County San Francisco Bay Area and the State of California here. The main graphic that shows the break down of proficiency level by grade for Algebra 2 is below:
This chart shows proficiency levels by grade for Algebra 2. You can see that the younger students are doing better than the older students. The reasons for this are explored in the thesis. This post is meant to focus on whether or not things have improved since then. The thesis examines breakdowns of proficiency levels by grade (above) and by gender and race and ethnicity levels. For comparison purposes, let’s look at the California dashboard for math proficiency scores for 2017-2018. I would think, with seven years of transition time, an easing of the standards, more emphasis placed on understanding relationships and an interactive test, we will see a strengthening in our proficiency levels. Below are the overall results for proficiency levels for the state for 2018-2019.
Source: California Department of Education Website, 01/20/20.
I don’t know about you, but the 32.24% met or exceeded Standard for Math does not seem very good to me. Back in 2012, many students were taking Algebra 1 in 8th grade – the popular thought at the time was that younger students were doing better, so have all students take algebra in 8th grade. That has since gone by the wayside as many students were not successful in that model. For tenth graders, though, proficiency levels for the state were at 42% (link to report and view pages 22-23 for detailed state and county information).
Unfortunately, with all the implemented changes, there doesn’t seem to be an improvement in outcomes. The reasons are plentiful, but it’s got me questioning our system. We are teaching an antiquated model: Algebra 1, Geometry, Algebra 2 in an attempt to move students to Calculus and be successful. However, I question this goal. In practice, many people working in analytic fields requiring mathematics backgrounds are using computers to solve problems and make calculations. Those computer skills – programming, analysis, and data use, are not making it into the classroom until much later in a student’s education career.
There is a move to make more changes to our system that incorporate some data science which includes analyzing data, learning to write some code, and understanding how to create data displays. I have no idea if this approach would raise proficiency scores, but I don’t really care. I think the testing system is dramatically flawed and we keep trying to get the teaching and testing right around these antiquated approaches to the curriculum pathway.
I believe the core three years of mathematics education should shift from proof and abstract problems to applied problems that prepare students for careers other than mathematicians. Our system builds from generations of candlelight and paper and pencil-based tools. That simply is no longer our reality and we need to make some jumps in our methods and expected outcomes.
We should keep teaching about functions and lines and logarithms and conic sections. It’s just that we should include applications. Applications are abundant. We need people who work in fields that use these functions, programs and relationships to help design effective and interesting problems for students. I know that I can do this in economics, and there are others who can do this with physics, medicine, engineering, etc.
We can teach students some coding using R, but teachers need to learn it, too. There are free resources to help with that! Just google “free resources for learning R.” Wait, I just did and have included a link at the bottom of this post.
The opinions stated above are mine alone – oh wait! They are not mine alone. Please check out Jo Boaler’s YouCubed website if you don’t believe me: https://www.youcubed.org/resource/data-literacy/ Then, Scroll to the bottom and see all of the articles and resources that back up this idea.
My other big concern is how today’s math teachers, who may not have had experience with data analysis, are going to be able to implement changes. I am hoping to help with this.
Algebra 2 is a required course for University of California freshman applicants. Is it also a prep course for a career? It sure could be!!
I would love to never hear again, “When am I going to use this?” Or, at least, I want them to be able to answer that question themselves.
Personally, I really liked math and statistics and ended up getting my master’s in economics, specializing in econometrics. But, it wasn’t until grad school that I finally put all those early years of math to use. It was so cool to be doing applied math. If you like math and enjoy the ‘struggle’ of figuring things out, the traditional approach to learning Algebra 2 might be just fine for you. However, I will say, that once there was a real problem to solve with math, the math was even more exciting for me than it was before. Previously, I hadn’t made a connection to a real purpose for studying it, I just enjoyed doing and learning math for maths’ sake. But not everyone feels the same way. As a teacher, I really want students to be excited about what they are learning.
When I’ve taught my statistics students to download data and work with it for a presentation and let them choose their topics, I’ve been amazed to see students who had not been very engaged previously, become excited and start proactively asking about where to go next with their ideas. They took a real ownership of their learning. As a teacher, my job got really easy, too. Classroom management was not an issue and grading was easy because I knew where the students were. Most of my time was spent troubleshooting and circulating and talking to students about their projects. Students had a detailed rubric (but at the same time vague enough to allow for personalized outcomes) which we used as a talking tool to keep them moving towards covering all of the elements necessary for a high grade. I feel these projects prepare students for career and for college courses that require data analysis.
The images in this post are examples of a student, Audrey F., choosing to look at urban populations in different countries. Her rationale for which countries she chose for comparison are explained in her project. She describes what she found and then tries to find reasons for the differences in these groups. Some students need help narrowing down topics and they all need time to think critically. However, as more of this applied math is used, it gets easier for students and teachers.
Once I was working with data and looking for patterns and trying to put mathematical models to social, financial, health, and economic data, I was finally putting to use all that math I had learned in Algebra 2, Pre-calculus and Calculus. However, that was years after taking those courses. I wished I hadn’t had to wait so long to make those connections.
When I was learning, we didn’t have computers, iPads, Chromebooks, phones and easy to manipulate programs like Google Sheets or Excel or the free data analysis language R. So, it was easier to accept the traditional ‘pen and paper, no calculator’ approach. Plus, not everyone was taking those high level math classes. I think college pressures were lower and high school graduation requirements were just for Algebra 1 completion.
Now that data analysis tools are widely available, I really think we should be changing how we teach log functions, quadratics and other super cool math concepts. Teaching from a data science lens allows student to pick topics they’re interested in, create data displays, research the history of other countries or trends and create presentations that they can add to portfolio of work for when they move on to other courses or college and career.
Of course, that’s easy for me to say. I learned these applications and can easily share them with students. What about math teachers who haven’t had this exposure, though? There is a push right now from some pretty powerful minds – Jo Boaler and others – to get data science into the California math framework and it’s becoming more a part of standardized exams. I see it as a way to get students performing at high levels of analytic capacity on topics that matter to them. I see it as a way to integrate the curriculum with history, English, social science, science, technology and even art. I feel the disengaged student would become engaged – their strengths may show in ways that they didn’t even know they had under a traditional approach to teaching high level math.
Am I advocating that the entire course be project-based and applied? No, certainly not. However, some attention to application through data science would really help in terms of increasing engagement for all students, especially those who may not being served by our regular program, and in providing students some skills that are very much in demand today.
But, again, how to we get this professional training into the hands of our already hard-working, over stretched excellent teachers? I would love to come and do a workshop your teachers! Reach out via email at email@example.com.
(8/21) I will have my first day with my Algebra 2 students on Thursday (8/24). Here I sit, thinking about what to start with. Last year, we learned how to write numbers in different bases. Kids enjoyed it and asked to do more with it. But, we didn’t have a lot of time for it and it did not show up on the first test. It’s not part of the Algebra 2 curriculum. However, I remember learning about different bases somewhere in my high school math classes. It’s disappeared from the curriculum. Or, maybe it’s reappearing somewhere else.
Having kids learn to write the number 25 in base 5 (looks like 100), 7 in base 7 (looks like 10), 12 in base 4 (looks like 30), really is interesting for them. Their little neurons start firing. They say things like “Whoa!” and “That’s so cool!”
We also spent time issuing texts, getting kids signed up on Remind , and doing getting to know you activities. We went over some expectations, etc. But, I knew I had won them over. Then I started teaching.
(8/23) I make a plan often based on all of the great ideas and inspiration I get from Twitter math teachers (#mtbos #iteachmath), Jo Boaler, Dan Meyer and many others. I recently read a great article about not grading students in the first month (or some time frame like that) and I thought, “Wow, what a great way to build culture and address equity issues.”
So, I’m thinking about that right now.
I feel that the most important things I can do as a teacher is invite students to be curious, let them know they are an important part of the class, and teach them mathematical concepts. After meeting with my excellent colleagues, I’ve come up the following plan:
We are going to see if those iPads work. If they do (fingers crossed) I want to get students to do a card sort activity, and hopefully play some marbleslides and then get into some vocab around linear functions and translations. We will get signed up on Remind and learn about a few classroom expectations. Seriously kids, no phones and limit your bathroom breaks. Be nice. That’s really it. However, when working with teens, there is always a need to discuss these things, come to an agreement and then move forward. They will test these agreements. We will need community building. I look forward to that.
I’m really excited to get going. I’ll be working some great activities and mathematical ideas into my lessons. We’ll explore some history, look at different bases, play games on Desmos, be creative, and have another great year!
This summer I went to a two day Desmos training in sunny San Diego that was completely dedicated to improving student learning through activity builder. Dan Meyer, their CEO, kicked off the training with his typical charismatic, humorous and collaborative way of learning about us and generating the goals and plans for the next two days. There were about 25 teachers and a group of Desmos staff and Desmos Teacher Fellows. So, we were surrounded with amazing support, creativity and collaboration.
The Desmos staff said we can share the materials from the workshop. I love that attitude of sharing. In that spirit, I’d like to share with you one of the great shares of Day 1, the Desmos scavenger hunt. The Hunt provides tasks and solutions so you can test your skills and learn new ones. We had great fun with that.
Using the activities or making your own requires you go to teacher.desmos.com. I recommend you get started by watching the one minute video and then create an account. You can login and start searching existing activities.
I recommend starting with searching the existing activities and activity bundles. There are individual activities or bundles of activities by topic (there is a list on the sidebar to the left of the screen). For instance, in Algebra 2, there is a bundle for exponential functions. There are currently seven activities. By doing a quick preview of each activity, you can decide which ones you want to use and when to use them during your unit. As you preview the activity, you’ll see a green pop-up that gives teacher tips. They are really helpful.
To make your own activities, I recommend using the materials provided by the Desmos team to help you build a great activity. To build your own, use this link to get started learn.desmos.com. Or, sign in to teacher.desmos.com, and click ‘Custom’ under ‘Your Activities’ on the left side bar. You can click ‘New Activity’ on the right and then click the ‘Get Started Here!’ link to take you to learn.desmos.com, to see helpful videos and examples. I also really recommend that you use the Teacher Guide when creating your activity. Each activity has a printable guide to help you build your activity and lesson plan. [FYI, the link to the Teacher Guide is an example, you will get one that corresponds to your activity]
I love the activities in Desmos and have had great success with them. Students work and I am freed up to circulate and help as needed. At a glance, I can see where every student is from the teacher dashboard. I can use the teacher tools to anonymize student names and project individual student work or entire class screen overlays so students can see multiple ways of solving problems. Students get instant feedback on their work. Pacing is individualized and many activities get more difficult as you progress, which challenges every student. Students naturally start to ask each other questions. I can partner students as needed. I can even pause an activity – which always leads to groans and the question, “Why did you stop it?!?” You can read about my marbleslides experience What’s great about marbleslides, if you want more details on a specific activity.
There are amazing educators out there. Find them and stick with them. Then, find more. Share your ideas. Share your lessons. Build better lessons together.
There are great activities for Algebra 2 already built in Desmos. I’m not sure I want to build any myself. It’s not easy to do and more are being added all the time. There are teachers all over the country adding to the bank of activities.
The activities are varied and can be used in many ways – introducing a topic, vocabulary builders, practice, and formative assessment. So far, the ones I’ve used have all provided differentiation for students.
I will build some activities for my AP Economics classes, which I will be teaching for the first time and am very excited about. I’m picturing supply and demand shocks as a starting place. I built my story board using post-its, as recommended, and am ready to start building!
Having the time to really delve in and learn the tools and process for building activities was a gift. There is a second training August 10-11 in San Mateo, CA. Sign up by July 21
Sixteen students and one parent just left my classroom after I hosted a math test anxiety workshop. The purpose was to provide some knowledge and insight about how to recognize the cause of their anxiety and to manage it before, during, and after a test.
We discussed what test anxiety is, the causes and symptoms, and then some techniques to manage those symptoms. I used three resources for the workshop (links at end of blog post). Most of the following is primarily from the Anxiety and Depression Association of America at this link. I used some prepared notes as we talked and had students write in causes and symptoms of anxiety, then reflect on what they were experiencing.
Here’s a play by play of the workshop:
First, set up the room with a seating arrangement where everyone can see each other. A circle is best, but tables pushed together to form a square works, too. Have some snacks out and ask student to pass them around and put away phones or homework.
Provide a handout and let students have space to write down the information and reflect on their own experiences. Here’s a test-anxiety-workshop-handout with the guided notes sheet I created and a printed article from teenshealth.org available here. All of the links on the handout are listed at the bottom of this post (since you can’t click on the pdf links).
Encourage students to have a snack and pass the plate of mints (or other snack) around. This gets them to interact on a small (but fun) scale.
Intro: What is test anxiety?
Test anxiety is a type of performance anxiety. Much like a gymnast who has practiced her routine, she will feel nervous the day of the competition. Also, like the first day of school when we, as teachers, meet our class for the first time. We’ve prepared our greeting, have our course information organized and then suddenly get nervous as we actually start to speak. Students feel this during presentations, during competitions, and during tests. A little bit of anxiety can be a good thing. But, when it interferes with your performance, it needs to be recognized, examined and addressed.
Prepared or not prepared? If you’ve prepared and feel you know the math, you’ve been successful on practice problems and you’ve completed the assignments, you’ve paid attention during class and understood the material, then you are very likely prepared for the test. However, you may not have done all those things and you may be feeling like you should have studied more. As students walk in the room, they are talking about things you are suddenly feeling unsure of. You may now be feeling unprepared for the test. This may be the source of your anxiety.
Fear of failure and/or the consequences of failing. It’s possible that you have really high expectations of yourself or someone else has really high expectations of you, putting a great deal of pressure on you to perform well on the test. Maybe you think you must get an A or you will not get into that prestigious college. You don’t want to do your best, you want to do THE best.
Prior bad experiences in math or on tests resulting in a negative attitude towards your performance, or the test, or school. These past bad experiences can be causing anxiety.
After discussing these causes, students were given some time to reflect on what was causing their anxiety. It could be from one, two or all of the above. We took about 5 minutes to share out. This share out allowed students to talk and hear what was causing stress for others. They could share their personal specific situations. After the share time, the mood in the room was more relaxed. People were talking to each other about what was bothering them and what they were worried about.
Physical: headache, nausea, vomiting, diarrhea, sweating, shortness of breath, rapid heartbeat, light-headedness, and feeling faint. It can even lead to panic attacks which can make a person think they are having a heart attack or can’t breathe. All of these physical symptoms detract from a person’s ability to focus on other things.
Emotional: People can feel feelings of anger, fear, disappointment or helplessness. All of these feeling interfere with one’s ability to concentrate. They can be a consuming. It is hard to simplify a rational expression on a test if you are dealing with these feelings.
Behavioral or Cognitive: Having negative thoughts or comparing yourself to others can cause anxiety. Your concentration is lowered when you are telling yourself that you aren’t as good as others.Are you telling yourself you’re bad at math? Or that you are not a good test taker? Those are negative thoughts and they cause anxiety if you are about to take a test.
Again, give students time to write down their symptoms and share out.
Tips and techniques to manage anxiety
Before the test: (and maybe during for some)
Minimize the susceptibility to anxiety by taking care of yourself. Get enough sleep. Not just the night before the test, but regularly. Eat a healthy breakfast – eggs, oatmeal, something nourishing. Drink water. Get exercise and take time to yourself on a regular basis.
Make sure you’ve actually prepared. Ask your teacher for guidance. Check resources at TeensHealth.org for ideas about study skills. Studying takes place early and often. Cramming rarely results in sustained strong performance.
Keep a positive attitude and remember that this test is not a measure of your worth as a person. Do your best and keep expectations reasonable. When you expect A’s and A’s only, well, that’s putting the highest expectation on yourself that you can. Would you do that to a friend? Probably not.
What would you tell a friend? Tell yourself the same thing. Use positive self-talk. Remember that great 3-pointer you shot, or think about how great your boots look, or how you wrote a great poem, or paper. Think of your favorite song or book. Think of a favorite character from a favorite book and imagine what they would say or do.
Have a reward planned for after the test. Give yourself something positive to look forward to. A movie after school, ice cream with friends, etc.
During the test:
If you notice anxiety setting in, work to balance it. For physical symptoms, take three deep, slow breaths. Then, relax your jaw. Actually let your mouth open a bit, making sure your teeth are not touching. Wait 5 seconds. Then relax your shoulders. Pull your shoulder blades down your back and relax. Place both feet on the floor to relax your leg muscles. Jaw, shoulders, legs. Now relax your abdomen. Now your hands. Put the pencil down and rest your hands on the desk or your thighs. Take 3 deep, slow breaths.
Then, tell yourself how great you are.
Remember to read the directions and questions. Start with an easy problem. Scan the test before starting. Do the problems out of order. Where possible, check your answers. Always try something on every problem. Your idea is probably a great starting place.
Focus on the test, not other students.
Remember to look forward to your reward.
After the test, remember that you did your best. Enjoy your reward. For next time, if you need to study differently, ask your teacher for ideas. If you need more help with managing anxiety, ask the counselors for help, or check out the websites on the handout.
Give students time again to imagine which techniques they can see themselves using. Let them use some space to creat some positiev self-talk messages. Let them think of a possible reward for them selves. Ask them to share out.