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Using IMAP Searchable Video Collection to Facilitate Teacher PD that Supports Students Meeting Common Core Standards

for Mathematical Practice

What is IMAP?1. Searchable collection of 232 video clips

and JPEG screen shots that illustrate K-6 children’s mathematical thinking

2. Created by Dr. Randy Philipp, Bonnie Schappelle, and Candace Cabral of San Diego State University as part of a National Science Foundation (NSF) research and development project

3. Created for facilitators, coaches, and teacher educators to support teaching for conceptual understanding

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The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Common Core Standards for Mathematical Practice

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Posing problems to children and understanding how they make sense of them is a fundamental to IMAP searchable video collection.

CCSS 1. Make sense of problems and persevere in solving them.

IMAP and Common Core State Standards for Mathematical Practice

Important component of professional development to help teachers understand these mathematical practices:

Seeing children on a continuum of engaging in and becoming proficient with these practices

From CCSS document:

Designers of PD should attend to the need to connect the mathematical practices to mathematical content in

mathematics instruction.

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Javier, Grade 5At the time of this interview, Javier had been in

the United States about one year, and he did not speak English before coming to this country.

Javier, IMAP Searchable DVD , #158, 0:00 - 1:10

1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision. (communicate precisely to others and calculate accurately and efficiently)7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

Learning from and about students

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Problem:This is a cookie that four children at a party want to share. Show how the four children might share the cookie. How much does each person get? Interviewer: One child leaves without eating or taking her piece. How could the three share what is left? Felisha: “Each person would get one fourth and they would get one twelfth, and added together they would each get one third.”

Felisha, end of 4th gradeFelisha, IMAP Searchable DVD , #325, 0:35 - 1:37

1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision. (communicate precisely to others and calculate accurately and efficiently)7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

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How do teachers benefit from video of children’s mathematical thinking?(A list from teachers and professional developers)

Professional development built around children's thinking empowers Professional development built around children's thinking empowers teachers to create rich instructional environments that promote not teachers to create rich instructional environments that promote not

only procedural skill but also the conceptual understanding that helps only procedural skill but also the conceptual understanding that helps students succeed at higher levels. students succeed at higher levels.

• Objective viewpoint—one can stand back and see differently• Raises teachers’ expectations of what students can do• Video may be paused, re-watched• Provides non-threatening opportunities to be critically reflective—helps us see our actions in

others without watching ourselves, less threatening than entering one another’s classrooms• Allows us to see that children approach problems and think differently from adults (and

affords opportunity to engage in deeper understanding of content)• Enables us to watch the same person over time• Allows for discussion of next steps• Enables us to model questioning techniques in a safe way• Video is efficient; it can be used in all kinds of settings; it can provide opportunities to

quickly raise complex issues

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A Conjectured Sequence for Using Written Student Work and Video With Teachers*

1) Teachers solve the problem 2 ways: How many eggs in six dozen? Share.

2) Teachers consider students’ thinking: How might a student solve this problem without using the standard algorithm?

3) Hand out student written work. Teachers describe, then interpret, the work.

4) View video. Hand out transcript. Teachers describe, then interpret, the video.

5) Teachers consider implications for mathematics, teaching, and learning.• What problem would you pose next to this child? Why?• What do we as teachers do when faced with a child who is more mathematically creative

and innovative than we are?• What would a teacher need to know to understand Javier’s/Felisha’s thinking?

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Enhance and support your professional development workshops with IMAP

•IMAP is filled with materials designed to support facilitators as they help teachers explore how children think about mathematics. •Facilitator Guide provides philosophy, context, and strategies for using the clips, new ways to integrate video clips into a variety of teacher activities, and access a detailed appendix of all clips, descriptions, search terms, and related materials.

To order the IMAP DVD + Facilitator Guide Package, use ISBN: 9780132626972

Contact your sales representative at www.allynbaconmerrill.com/findmyrep to save 25%!