Recorded Sessions from Season Six

Session 6.1

Weaving Indigenous Perspectives & MathemEffective Teaching Practices to Support English Language Learnersatics: Landscape of Success for ALL Learners presented by Florence Glanfield is available online :

Part 1of this session can be  also be accessed online https://vimeo.com/181771855 

Part 2 can be viewed through this link http://tinyurl.com/TODOSLIVE-FG1

View session 2  here

Session 6.3

Some Reflections about the Visual Aspects in the Mathematics Learning  Presented by Greisy Winiki Landman.  

The creation, interpretation and reflection about visual displays, is a major component in the mathematics learning process at all levels. We will consider some of the different roles that visualization plays in that mathematics discourse and we will reflect about ways teachers can support all the students in that process.

View session 3 here  http://tinyurl.com/TODOSLiveGW3

Session 6.4 

Statistics: A Pathway through the Standards Presented by Diane Kinch and Kyndall Brown  

This session aims to give teachers a sense of the continuity in content as the study of data moves from elementary through middle school to high school by examining similar data displayed in graphs that change as students progress through the standards. Recording of Session 4 is available here.  http://tinyurl.com/TLive6-4

Session 6.5 

Session 6.6 Reimaging the protractor ... ? missing

Session 6.7

Essential Understanding of Geometry for English Language Learners Presented by José Francisco Sala García

This presentation shows a set of tasks that support the centrality of geometry. The formula for the area of a triangle and the Pythagorean theorem are explored using decomposition and rearrangement.
The blackline masters have been designed in different language proficiency levels without modifying math goals, so students can respond to them in accordance with their language acquisition stage. Social and analytic scaffolding are interrelated, and mathematical discourse is focused on the key practices of argumentation, strategic usage of tools, and attention to precision. 

View Session 7 here http://tinyurl.com/TLive6-7

Session 6.8 

From Using to Understanding Tools: Reimagining the Protractor to Support Student Mathematical Agency. Presented by Susie Håkansson

Extensive use of discourse in the classroom is a key practice to support the learning of English while learning mathematics. English learners are in varying stages of English language development, and discourse will increase their productive (oral and written) and receptive (listening and reading) language functions in addition to their comprehension of mathematics concepts. The Standards for Mathematical Practice expect students to reason, construct viable arguments, and critique the reasoning of others among other practices. Thus, classroom teachers need to provide support for students’ English language development to engage in these practices.

In this webinar, Dr. Susie W. Håkansson shares the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom.The  presentation covers:Challenges in learning English Using discourse (including the role of productive and receptive language functions) Language in the mathematics classroom Cognitively-demanding mathematics tasks Examples of discourse in the classroom Equity and excellence Learn how to support your English learners while they are learning mathematics. This recored webinar is designed for mathematics educators, administrators, coaches, classroom teachers, as well as mathematics teacher educators.

View Session 8 here  http://tinyurl.com/TODOSLIVE3-17 

Session 6.99 

Engaging the English Language Learner to Grasp Growing Sequences

Presented by Presented by José Francisco Sala García

Support language development and productive struggle, and motivate the English language learner in algebraic thinking by examining growing pattern tasks through well-planned interrelated social and analytic scaffolding. Also, engage in mathematical discourse focused on the argumentation, structure, and regularity