Anticipating the "Ticket Booth"

"ANTICIPATING LIKELY STUDENT RESPONSES TO CHALLENGING MATHEMATICAL TASKS" IS THE FIRST PRACTICE OF 5 PRACTICES FOR ORCHESTRATING PRODUCTIVE MATHEMATICS DISCUSSIONS BY MARY KAY STEIN AND PEG SMITH.

You're using standards to develop learning goals for your students. You have found a mathematics task, such as the Ticket Booth from Illustrative Mathematics for example, that promotes problem solving and reasoning. Now you give the task to your students, right? Before doing that, ask yourself, "What's my next move?" 

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What does it mean to "Do Math"?

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What does it mean to "Do Math"? When students are doing math, what does it look like? Does it look different at different grades? For different math topics? When you're in school compared to outside of school?

The Common Core Standards for Math helps provide a vision of what it means to "Do Math." Let's look closely at the Common Core Standards for Math.

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Teaching Mathematically

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Teaching Mathematically.

What is it? How is this different than teaching math? Teaching students? Just plain teaching?

I consider teaching mathematically to be a mindset for teachers (particularly teachers of mathematics). It is a way of viewing and engaging in instruction where teachers are inquiring observers and problem solvers to determine their next instructional move.