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Make the Way

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 Make the Way is a California Mathematics and Science Partnership Grant powered by a partnership between Santa Rosa City Schools, Sonoma State University, the California Mathematics Project: North Coast, as well as  business partners invested in the Maker Movement.  It is an initiative to implement Maker projects with engineering and technology contexts into mathematics units in order to drive students' learning of mathematics.  Make the Way aims to create mathematically powerful classrooms by improving student engagement in mathematical tasks that lead to increased equity in student learning of mathematics and improved student attitudes and mindsets about mathematics.

Author:
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
We are looking for feedback on how lessons impact student's identity (how they see themselves and others as mathematically empowered), agency (willingness and ability to engage in the work), and authority (authoring ideas and plans for implementation).
description
Second iteration of lesson. Observe for agency, authority and identity and revision of work.
Observations during lesson iteration #2 and interviews focused on student revisions. Do students notice and analyze what is not working and offer revisions to solve problems?
Second iteration of the Marshmallow Challenge. Observations focused on revisions: Do students notice what is not working and offer revisions to solve the problem?
Post lesson #1 interview to try strategies to support distribution of authority across partners.
Interview in post lesson #1 with two students who had unsuccessful bridges during lesson. Testing hypothesis if build on solid surface easier to build a structure that goes both up and across.
Review the implementation of lesson iteration #1 and impact on identified students
We'd like some feedback on the first lesson study iteration
10-21-15 Reflection
What evidence of agency (willingness to engage), authority (making decisions) or identity (seeing self as doer and learner of mathematics)?
We'd love some feedback on the teacher moves on eliciting number talk
Description of the name...
We'd like some feedback on our student interviews