Showing posts with label TMC. Show all posts
Showing posts with label TMC. Show all posts

February 11, 2019

In the Interest of Transparency

Last July I committed to increasing transparency around TMC decisions. I never could have guessed that we would end up with this post, but here it is. I hope that this history lesson and perspective helps move the conversation forward.

The Twitter Math Camp board and committee (Team TMC) consisted of a mix of people who had attended the first TMC in 2012 and people who had joined later. There was often a conflict between nostalgia/replication and vision/change. On both the board and committee people lived along a spectrum from “it works fine, the easiest way to get this done is to do the exact same task I did last year” to “last year my favorite part was ___, what if we also did ___, and someone I talked to asked/suggested ___.” As in any organization, there was lots of compromise. But throughout all of our decisions, there was a tension - some of us wanted to create a professional organization, that wasn’t a priority for others. This happened because TMC didn’t start as an organization, it started as a gathering of friends. It quickly grew into something much bigger, but the structures didn't grow as rapidly as the attendance.

  • TMC12: a few people organized a free gathering for a few people they knew on Twitter
  • TMC13: a small committee organized a free gathering for a bunch of people they knew on Twitter

I attended TMC13 and joined the committee for the following year.

  • TMC14: a committee organized a free gathering for a growing number of people connected on Twitter (registration opened Feb 22 and closed Feb 26, reasonable!)
  • TMC15: a committee organized a free gathering for a growing number of people connected on Twitter (registration opened at 8:15 am and closed at 9:00 pm the same day, tricky but still not terrible)

Our host for TMC16 was Augsburg College. They were able to offer us the site for free only if we met a minimum number of people staying in the dorm. That made us a little nervous we wouldn’t meet the minimum so we decided to charge a $20 registration fee. It was a just in case fund, that could turn into a fun fund if we didn’t need it. So we needed to open our first bank account that year, which meant moving from a group of people organizing a gathering to an incorporated entity. We needed some official looking papers that say things like Articles of Incorporation and Bylaws. We also needed a board of directors. I got named both secretary and treasurer because why not, they were just titles and someone needed to have them. A few board members were from the committee and a couple were invited people who had attended a conference, but it didn’t seem to matter much because the board had no role other than to have your name on the paper that let us open a bank account. If you’re curious what kind of work I did as a committee member that year, I posted about it. It was a lot of labor, but a labor of love. For the next few years, the role of the board was to pick the host site each year, and the rest of the committee continued doing the exact same roles they’d been doing for years. Since there was no turnover people stuck with their one task, did it in isolation, and communications and structures were minimal to non-existent.

  • TMC16: a committee (and a board) organized a conference for 200 people connected on Twitter (registration opened at 11:45 am and filled at 7:45 pm the same day, full on unfair for anyone working during those hours so we re-assessed)
  • TMC17: a committee (and a board) organized a conference for 200 people (chosen via lottery) connected on Twitter
  • TMC18: a committee (and a board) organized a conference for 200 people (chosen via lottery) connected on Twitter

During the summer of 2018, we changed quite a bit. Team TMC met for the very first time. Yes, seriously, we’d never had a meeting either virtually or in person with the whole team. We decided to move to Slack to keep track of our discussions, which allowed people to see what happened in other subcommittees! We decided that the board would have regular meetings and help make some decisions. And we shifted the conversation from wondering what to do about diversity to making a commitment. We knew that this would require making changes to most parts of the conference because we weren’t just going to get educators of color there, we were going to build a conference experience that made educators of color feel welcome, included, and that TMC was their space. Some of us brainstormed what that would require, we wrote up a proposal, we shared it with the entire board and committee and asked if they were ready to make a commitment to equity and diversity. After discussion and clarification, every member of Team TMC signed on to the plan.

Most aspects of the proposal have been formalized and made public already:


As with all organizations, different members of the organizing team participated in different initiatives, to different extents. Some of us felt more urgency in fighting for aspects that we thought aligned with TMC’s mission even though they required changing some aspects of the traditional structure. The conflict between nostalgia/replication and vision/change was readily apparent. Other times we were educating and explaining perspectives and experiences. None of the behind the scenes work was unexpected. In fact, it was anticipated and I appreciated the honesty when some members of the team readily admitted from the start that they would need support. I was ready and willing to provide that. Neil deGrasse Tyson said it well,
“It’s okay not to know all the answers. It’s better to admit our ignorance than to believe answers that might be wrong. Pretending to know everything, closes the door to find out what’s really there.”
It was hard work, and sometimes stressful or frustrating. But every time I would question whether it was worth it to continue I would ask myself:

  • Who would be harmed if I quit?
  • Who would be harmed if I stayed?

In September, October, November, and December I answered myself by saying I was supporting more teachers by staying, and the harm to myself was a manageable amount of stress. In January I was really unsure of whether the two sides balanced. And then in February, the balance flipped to the other side.

So what happened?

In January we transitioned from the part of planning where we make decisions and announce them, to the part where we act on things and interact directly with people hoping to attend the conference. This was where we found out how committed to the stated mission people were and how they react to questions and critique. “People” here is very broad, both people on Team TMC and people at large. Let’s look at how each group fared:

Speaker proposals were due on January 21st. Some members of Team TMC read them all, including the equity statements. We determined that equity statements were an area of growth for many proposals, but overwhelmed by the number of tasks we had to do in a limited time (our timeline hasn’t changed since the conference had 100 attendees, this was more proposals than that year with more information than any year to read in a week!) we drafted a multi-step plan, and implemented step one of the plan - email everyone whose equity statement needed work a separate comment included in their acceptance/waitlist/rejection email.

As you probably know by now, many of the people who received those emails were upset. For a variety of reasons, but partially since they didn’t know about the other steps of the plan. But they mostly talked it out amongst themselves and were ready to move forward.

Team TMC, on the other hand, got freaked out that people got upset. Some members talked and talked and talked about the perception while others avoided and avoided and avoided the issues. With a lot of work, stress, and a ton of my time (as well as others) we finally moved forward on some aspects like writing a blog post (although we continued avoiding others). I did not enjoy this period of turmoil, and it raised some red flags, but I was willing to put in the work because:
“It’s okay not to know all the answers. It’s better to admit our ignorance than to believe answers that might be wrong. Pretending to know everything, closes the door to find out what’s really there.”
-Neil deGrasse Tyson
I was (and am) happy to participate in explaining white fragility. I was happy to participate in building and implementing next steps. I was happy to compromise on how much we should provide detailed information vs. how much we should expect people to go out, find their own resources, and do the work. I was unimpressed by how tenuous the team’s commitment to our mission was in the face of adversity. I was appalled at the unwillingness to even engage in discussion about how to respond to reactions that were more than just “I don’t understand why I got this feedback,” but were disrespectful and even threatening from people who have attended, presented, and engaged in the community for years. If other board members were going to value the momentarily hurt feelings of previous TMC attendees over the feelings and safety of the educators of color we were inviting, I had to ask myself yet again:

  • Who would be harmed if I quit?
  • Who would be harmed if I stayed?

Suddenly the list of people who would be harmed if I quit felt less substantial than the list of people who would be harmed if I stayed. I was definitely harming myself, my stress levels were high. So high I went to a workout class on Tuesday night and it was the first time I’d been away from my phone for an hour in a week- I wondered if I needed to tell people I’d be out of contact for that long, then I wondered what absurd world I’d been living in that I was afraid to step away for an hour. This was one of several wake up calls. But outside of my personal wellness, I couldn’t continue to publicly send the message that TMC was making a commitment to a diversity initiative when it was clear the board wasn’t.

I kept thinking about this post by April Hathcock. (Especially since I didn’t see the update until writing the post you’re reading.)

I refuse to be part of an organization that would replicate that experience. If Team TMC was not willing to build norms and then uphold them, I would rather make a public statement by exiting. Even though it requires giving up a big part of my identity.

I truly wish that the dream we built was a reality. It still could be. I hope everyone holds TMC accountable to the promises made and that everyone continues to grow and learn and do better. I look forward to finding new projects to dedicate my energy to that will help others grow and learn and do better.
“Do the best you can until you know better. And when you know better, do better.”
-Maya Angelou

August 6, 2018

Discussing Diversity

Before TMC I invited people to have conversations about diversity before, during, and after the conference. While at TMC I attended the morning session with Marian Dingle and Wendy Menard titled Taking the Knee. It was powerful and important. I valued the designated time and space for conversations as well as activities that pushed my thinking about equity. I want to have more of these discussions throughout the year but I’m not sure how to. Even within the normed space we had built over 6 hours of in person discussion, it was challenging to be brave enough to push back against each other’s ideas and language. How do we build a supportive space for teachers to examine their own identity and how identity, equity and social justice impact education?

To have these conversations all year, here are some things I think I’d need:
- A safe, private space
- Norms that are clearly, regularly stated
- A moderator who enforces norms
- A small community where I get to know people
- A leader (the moderator?) who provides topics for discussion (articles or questions)

I have been reading articles, engaging in twitter conversations and writing blog posts about these topics. I plan to continue doing those things, and I think that my private and public work would both benefit from this in between space.

I think we could do this on myNCTM or on slack. It needs to be a private space where we can control who can join and I really appreciate threaded messages for asynchronous conversation.

Who is this “we?” That’s where I’m hoping you come in. I don’t have the time to run this conversation, but I do have time to help get it started and to engage. I want to be careful that we do not ask a person of color to do all the work of educating white people who are interested in learning more. A side bonus of having this conversation in a private space rather than on twitter is that people of color won’t accidentally come across conversations where we are trying to figure out how to avoid microagressions, for example, which I imagine would be an unwelcome reminder of past experiences.

I could imagine starting with a group of anyone interested in any conversations about identity, diversity and equity. Then if we got enough people we could split which will allow us to keep small groups and potentially separate into affinity groups. I’ve heard that MfA has started affinity groups and I’d love to hear more about how that is working!

July 12, 2018

Diversity at TMC

It's a conversation that comes up every year. And this year I want to push up the timeline.

We want our community to be welcoming. TMC organizers have been intentional about that goal every year. We expand our efforts with each conference, but there is still more to do. We've considered whether everyone who finds us online feels invited to speak up. We've considered how to include math teachers from different regions. We've considered how to support introverts and people who are shy. We've considered how to incorporate various grade bands and roles in education. Now it's time to consider race.

Last year Grace Chen, Brette Garner, and Sammie Marshall ran a morning session titled "What is the relationship between the Standards for Mathematical Practice & equity?" and Grace gave a powerful keynote titled "The Politics(?) of Mathematics Teaching." Both sparked conversations that started at TMC and continued into the rest of the summer and well into the following year. You can follow parts of that conversation on twitter using #TMCequity and in the blog post archive. As part of the conversation, they discussed the whiteness of TMC. That conversation inspired a flex session on the last day of the conference to look at the statistics of who is at TMC.
We engaged and recorded the flex session conversation in a google doc.

Out of that discussion we decided that TMC needed a mission statement to help us make decisions about which approaches would best align with TMC's values. While some people worked on that, many other people worked on writing their thoughts out in blog form (see below). As things do, this conversation fell out of focus as the school year demanded more and more of people's attention. I would love for you to bring your attention back to thoughts on diversity at TMC. I invite you to have conversations on twitter (feel free to use #TMCequity), but even better, to have conversations in person. If you'll be attending TMC this month take some time to look around the room. Who is represented? Who is welcomed? Who is missing? And why does that matter?

Jenise Sexton
https://jenisesexton.wordpress.com/2017/08/01/being-black-at-tmc/

Marian Dingle
http://www.mariandingle.com/blog/still-thinking-about-twitter-math-camp-tmc

Grace Chen
http://blog.graceachen.com/2017/07/tmc17-reflection.html
http://blog.graceachen.com/2017/08/why-strive-for-diversity.html

James Noonan
https://scholar.harvard.edu/jmnoonan/blog/why-should-we-be-more-diverse

John Burk
https://quantumprogress.wordpress.com/2017/07/30/why-is-tmc-so-white-one-idea-for-change-lets-invite-the-neighbors/

Chris Nho
https://nhoskee.wordpress.com/2017/08/22/reletsretirethemtbos/

Michael Pershan and Marian Dingle
https://problemproblems.wordpress.com/2018/01/29/talking-about-diversity-in-education-with-marian-dingle/

May 1, 2018

Conferences Galore

I've been swept up in the post-NCTM whirlwind of ideas. A few updates:

The MTBoS booth had a raffle where if people shared their favorite problem or solved someone else's favorite problem they were entered in a raffle. We gave away a lot of books (some were mine and some were graciously donated) but more importantly we had a lovely analogy of what the MTBoS is like. We share things we're excited about and that enthusiasm inspires others. I also got to model "convince me" language since I didn't have an answer key! I scanned the 20 problems we received and posted them. Problem solve and share your solutions (warn people before any spoilers please!).

I updated the booth descriptions to make it easier for anyone to host a booth. Read through and figure out what role you might like to take on at a future conference.

Finally, I've been hard at working taking my energy from NCTM and rolling it forward to the next conference - TMC! We have great stuff in store for you this summer, but we can't continue this conference without a (graciously donated) space to meet. If you think your school might be interested in hosting TMC, now is the time to ask. Details in this doc.


December 1, 2017

TMC18 Speaker Proposals

We are starting to gear up for TMC18, which will be at St. Ignatius High School in Cleveland, OH  (map is here) from July 19-22, 2018. We are looking forward to a great event! Part of what makes TMC special is the wonderful presentations we have from math teachers who are facing the same challenges that we all are.

To get an idea of what the community is interested in hearing about and/or learning about we set up a Google Doc (http://bit.ly/TMC18sessug). It’s a GDoc for people to list their interests and someone who might be good to present that topic. The form is still open for editing, so if you have an idea of what you’d like to see someone else present as you’re writing your own proposal, feel free to add it!

This conference is by teachers, for teachers. That means we need you to present. Yes, you! In the past nearly everyone who submitted on time was accepted, however, we cannot guarantee that will be the case. We do know that we need 10-12 morning sessions (these sessions are held 3 consecutive mornings for 2 hours each morning) and 12 sessions at each afternoon slot (12 half hour sessions that will be on Thursday, July 19 and 48 one hour sessions that will be either Thursday, July 19, Friday, July 20, or Saturday, July 21). That means we are looking for somewhere around 70 sessions for TMC18. We are requesting that if you are applying to speak for a 30 or 60 minute session that there are no more than 2 speakers and if you are applying for a morning session that there are no more than 3 speakers.

What can you share that you do in your classroom that others can learn from? Presentations can be anything from a strategy you use to how you organize your entire curriculum. Anything someone has ever asked you about is something worth sharing. And that thing that no one has asked about but you wish they would? That’s worth sharing too. Once you’ve decided on a topic, come up with a title and description and submit the form. The description you submit now is the one that will go into the program, so make sure it is clear and enticing. Please make sure that people can tell the difference between your session and one that may be similar. For example, is your session an Intro to Desmos session or one for power users? This helps us build a better schedule and helps you pick the sessions that will be most helpful to you!

If you have an idea for something short (between 5 and 15 minutes) to share, plan on doing a My Favorite. Those will be submitted at a later date.

The deadline for submitting your TMC Speaker Proposal is January 15, 2018 at 11:59 pm Eastern time. This is a firm deadline since we will reserve spots for all presenters before we begin to open registration on February 1st.

Thank you for your interest!

Team TMC – Lisa Henry, Lead Organizer, Mary Bourassa, Tina Cardone, James Cleveland, Cortni Muir, Jami Packer, David Sabol, Sam Shah, and Glenn Waddell

July 5, 2017

Welcome Blankets (Crochet With Me!)

Kathy Henderson shared this article on Facebook a while back. I shared it and some people were interested in making some #MTBoS blankets and learning together at TMC. So here's the info! The same people who made the pink pussy hats for the women's march are making welcome blankets for immigrants. They are partnering with multiple refugee and immigrant resettlement agencies to coordinate distribution, but first there will be a display at an art museum in Chicago.
"The proposed border wall between the United States and Mexico is almost 2000 miles long. Imagine if the massive distance of this wall was re-conceptualized and re-contextualized not to divide, but to include. Instead of wall, a concrete line, to keep people out, what if lines of yarn became 3,500,640 yards of blankets to welcome people in?"

Image result for math on a stickProject info: https://www.welcomeblanket.org/
Pattern: https://www.welcomeblanket.org/patterns/ It's so mathy! There are so many possible configurations! It's just like the pattern blocks at math-on-a-stick. It would be really fun if lots of us made squares and then played with them at TMC before sewing them all together into blankets. Could we make all possible orientations as a team? (No Tina, there must be thousands, someone get nerdsniped and report back on that exact number please.)

If you want to start now, grab supplies and start crocheting. This is the crochet pattern pdf to make the two color square pattern but they are accepting any pattern blanket so long as the dimensions are 40x40" A good place for beginners would be solid 10x10" squares (with easy horizontal rows) since they would fit right in with the other two color squares. A good place to check out is http://www.lionbrand.com/learn/how-to-crochet.

If you want to learn at TMC I'll have supplies but you'll probably get hooked (pun intended) so you'll want your own hook and yarn so you can continue crafting on your way home. Traveling is a great time to crochet and this pattern is excellent since it's made in pieces! If you want to learn grab a J hook and some worsted weight yarn (any craft store will have them). If you want to connect your squares to mine get Bernat Super Value yarn (it was on sale and it's washable so I bought true red, navy and white).

Can't wait to craft with you!

January 7, 2017

TMC Site

In high school I took a tech ed class that included web design, CAD, java and architectural design. I enjoyed the class so much I arranged with the teacher to do an independent study on the web and architectural design topics the following year. While I think I might have enjoyed continuing my studies in either of those topics to lead to eventual careers, I love teaching and am glad I ended up here. However, it's still fun to get the chance to dive back into those worlds on occasion. When I was in high school websites were a lot simpler, google didn't even exist back then... I made a website for my dad's office using only text files in notepad and saved it on floppy discs. So beyond the opportunity to walk down memory lane, doing some web design forces me to learn new things like CSS. As a teacher I appreciate opportunities to stretch my brain and exercise my problem solving skills. It's fun to be the student again for a while and remind myself what it's like to be trying to understand something new.

So, check out TMathC.com (newly updated to not have any proprietary words in the domain) and let me know what needs fixing. Kudos go to Glenn for the wiki and the majority of the content, my job was mostly to copy and paste from the old site once I got the layout adjusted to my liking.

p.s. This is my second post this month, I might be getting back into a routine! Join all the eager bloggers who resolved to write more this month/year on Explore MTBoS.

December 13, 2016

TMC17 Speaker Proposals

We are starting to gear up for TMC17, which will be at Holy Innocents’ Episcopal School  in Atlanta, GA (map is here) from July 27-30, 2017. We are looking forward to a great event! Part of what makes TMC special is the wonderful presentations we have from math teachers who are facing the same challenges that we all are.
To get an idea of what the community is interested in hearing about and/or learning about we set up a Google Doc (http://bit.ly/TMC17-1). It’s a GDoc for people to list their interests and someone who might be good to present that topic. The form is still open for editing, so if you have an idea of what you’d like to see someone else present as you’re writing your own proposal, feel free to add it!
This conference is by teachers, for teachers. That means we need you to present. Yes, you! In the past everyone who submitted on time was accepted, however, this year we cannot guarantee that everyone who submits a proposal will be accepted. We do know that we need 10-12 morning sessions (these sessions are held 3 consecutive mornings for 2 hours each morning) and 12 sessions at each afternoon slot (12 half hour sessions that will be on Thursday, July 27 and 48 one hour sessions that will be either Thursday, July 27, Friday, July 28, or Saturday, July 29). That means we are looking for somewhere around 70 sessions for TMC17.
What can you share that you do in your classroom that others can learn from? Presentations can be anything from a strategy you use to how you organize your entire curriculum. Anything someone has ever asked you about is something worth sharing. And that thing that no one has asked about but you wish they would? That’s worth sharing too. Once you’ve decided on a topic, come up with a title and description and submit the form. The description you submit now is the one that will go into the program, so make sure it is clear and enticing. Please make sure that people can tell the difference between your session and one that may be similar. For example, is your session an Intro to Desmos session or one for power users? This helps us build a better schedule and helps you pick the sessions that will be most helpful to you!
If you have an idea for something short (between 5 and 15 minutes) to share, plan on doing a My Favorite. Those will be submitted at a later date.
The deadline for submitting your TMC Speaker Proposal is January 16, 2017 at 11:59 pm Eastern time. This is a firm deadline since we will reserve spots for all presenters before we begin to open registration on February 1st. (That means that you get a guaranteed spot if we accept your presentation!!)
Thank you for your interest!
Team TMC17 – Lisa Henry, Lead Organizer, Mary Bourassa, Tina Cardone, James Cleveland, Daniel Forrester, Megan Hayes-Golding, Cortni Muir, Jami Packer, Sam Shah, and Glenn Waddell

July 20, 2016

Thank You (A TMC post)

I wasn't going to write a blog post today. I was going to take a day to sleep, do laundry, sleep and reorient myself to being at home. But I was going through my emails I've ignored for the past week and was curious how many TMC emails I'd sent/received since TMC 15. And then I somehow ended up writing you all a love letter. Here it is:

In the past year I have:

  • Created, edited and re-edited 50 google docs
  • Sent/read 215 email conversations. (Longest conversation contained 54 emails!)
  • Written and responded to countless tweets
  • Had so many phone conversations; Lisa is by far the person I talk to the most on the phone other than my mother.

All leading up to a whirlwind weekend of amazingness. All weekend when people asked how I was, I answered "Fantabulous!" Even after this happened to my sleep schedule:

I did get a nap Monday afternoon, and slept on all the planes Tuesday!
Sometimes people in my life outside of this community look at me like I'm crazy when I tell them that I'm traveling to see my twitter colleagues, or that I put time into organizing this conference. And sure I whine when my inbox is full or I have to spend yet another hour reformatting some spreadsheet. But the whole time I am working, I am simultaneously remembering events of TMC's past and imagining how wonderful TMC future will be. I hardly took any photos this trip, (luckily the rest of you did so I can steal them!) and I think that it's because I was enjoying being in the moment too much to stop and take a photo. I did manage to capture this candid at lunch:


It's particularly appropriate because we talked about remembering: I got a growth mindset lecture from Sean on learning names. I may not be good at remembering names (yet!) but I do remember the experiences. And they carry me through the year.

As I sat with Rachel, Dave and Sean into the wee hours of Tuesday morning, working on the TMC anthem, there were two moments that stood out:
Jonathan walked into the room to hang out, and at that particular moment we were all silently staring at our screens. He looked around and commented something along the lines of, "You really are working on the song." (So I obviously welcomed him by putting him to work finding photos I still needed.) 
Rachel said that even though we weren't getting a chance to catch up on each others lives, she was glad we were spending time together.
Most of the time we weren't just staring at our own screens, we brainstormed and laughed and enjoyed reliving all the memories of the weekend. But even when we were each doing our own thing, we were sitting in the same room and working on something we knew our community would love. That time is a memory I will cherish.


All of this to say, it has been, and continues to be, an honor to work for and with this community. Every time someone said "Thank you" to me this weekend, I replied with a thank you of my own. Thank you for taking the moment to express appreciation (check out #TMCTY). Thank you for attending TMC. Thank you for being a part of this community. Thank you for being an educator who shares my passion for professional growth. Thank you for being not only my colleague, but also my friend.

May 12, 2016

Authentic Math

We all know the math in textbooks frequently doesn't feel authentic. Much like my painting post, the interesting math in this story isn't in the predictable computation parts. In this case the most interesting aspect was knowing what math needed to be done!

As you may know, TMC is offering the option for people to stay in dorm rooms this year. Coordinating this has been a daunting task. People have a variety of options including single or double, AC or no AC, and 2, 3 or 4 nights. Do you know how many categories that is? There's a combinatorics problem for you. Each of the room types costs a different amount, multiplied by the number of nights, plus a one time linens fee. The challenge of organizing this information, in a way that all of the members of the team could understand and easily reference is another mathematical task. Our spreadsheet is clearly labeled. You learn fast that when you have too much information that a table is the way to organize it. Do I ever give my kids too much information? Or not provide the table? Skills they need to learn... But still, we haven't done any exciting math. We've categorized and labeled and calculated a few linear functions. All things students can figure out or type in the calculator.

The challenge came when we found out that PayPal charges a fee. That fee is 2.9% plus $0.30. We don't have cash on hand to be able to cover the fee, so we needed to charge people for it. But what do we charge? The nicest numbers are for the non A/C dorm double room, that's $25/per person/night + $15 linen fee. So if someone is staying all four nights we need to pay the college $115. That means we need to get $115 after the fee. If you're reading this with your mathematical mind engaged, you may have realized that the amount we need to charge isn't just $115 + 2.9% of $115 + $0.30. This moment is where the interesting math is: this point of recognizing that percents are relative. The idea that not all operations are undone as easily as addition and subtraction. Once I had this realization the act of writing an equation wasn't particularly challenging, nor was solving for the inverse equation. I started with a specific example to check my work but rapidly generalized so I didn't have to repeat the process nine times (nine isn't the answer to the number of possible combinations, but it is the number of actual combinations, and therefore the number of invoice templates I created!) Applying a generalized function to each different category was somewhat annoying because I don't know how to tell google sheets to reference "the cell above" without having to retype the cell name each time (I could drag across to auto-fill for each row but I had four different rows for the four room types).

The authentic math I'd love to see more students working with is things like Would You Rather problems comparing 70% off to 40%, then 20% then 10% off. Anything that challenges their intuition and builds this understanding of relativity; of non-commutativity. Experimenting with inverses and learning just how much order matters. These are great opportunities to practice important skills (you'll calculate a percent four times in that one would you rather example!) while simultaneously pushing students to question their assumptions. In this case that assumption doesn't change much (we'd only be off by $0.10 in the example) but that adds up after 99 payments (in our case) or more!

March 12, 2016

The Best of the Math Teacher Blogs 2015 (available now!)

We did it! That pre-announcement from a few weeks ago is finally a real announcement. A two and a half month turnaround for dream to reality isn't so bad. (Though I bet we could beat that timeline if we do it again next year now that we have the process figured out.) A million thanks to everyone who worked with us on this. Lani is an awesome person to collaborate with. A team of tweeps pitched in when our task list became overwhelming, this announcement wouldn't be happening today without them. Over 50 bloggers happily contributed their posts to the cause. This community rocks.
It’s never been easier to miss a great math blog post. The MathTwitterBlogoSphere –– known as #MTBoS around social media –– was once a small group of math teachers willing to make themselves vulnerable, putting their practice online. As the community has expanded, even the most dedicated readers struggle to keep up with the deluge of thoughtful commentary, engaging and interesting tasks, and stories that we can all learn from.
To help keep you from missing out, we have compiled some favorite posts from this past year, as nominated by MTBoS folks on Twitter, into this book. These posts are as rich and varied as the educators who wrote them. Some delve into specific content. Some tell stories of change and growth. Others explore teaching practices, new or well established. We hope that you find some that provoke and push you, and others that make you smile. Most of all, we hope you make some new connections in the MTBoS community.
This book has another purpose as well. Since 2012, folks from the MTBoS have participated in an annual “tweet up,” a three and a half day math extravaganza called Twitter Math Camp (TMC). Unlike regular conferences, teachers come knowing who they want to meet. They come to continue conversations that have been taking place online, through blogs and twitter. TMC is a rich and personal learning environment. The grassroots nature of TMC means it is lively, personal, tailor-made, and unpredictable. However, most teachers have to pay their own way. We will use the money raised through sales of this book to start a fund to bring along some of the teachers who would not otherwise be able to participate. We think that TMC is a unique professional learning experience, and we hope to share it while we grow our community.

Online preview (intro, table of contents with titles only, index, glossary):
https://mtbos2015.pressbooks.com/

Direct purchase (more of the money goes to the scholarship if you buy from here):
https://www.createspace.com/6027355

Amazon Paperback:
http://www.amazon.com/Best-Math-Teacher-Blogs-2015/dp/1530388902/

Amazon Kindle:
http://www.amazon.com/Best-Math-Teacher-Blogs-2015/dp/1530388902/


Table of Contents (including authors):

December 1, 2015

TMC16 Speaker Proposals

We are starting to gear up for TMC16, which will be at Augsburg College in Minneapolis, MN (map is here) from July 16-19, 2016. We are looking forward to a great event! Part of what makes TMC special is the wonderful presentations we have from math teachers who are facing the same challenges that we all are.

To get an idea of what the community is interested in hearing about and/or learning about we set up a Google Doc (http://bit.ly/TMC16-1). It’s a GDoc for people to list their interests and someone who might be good to present that topic. The form is still open for editing, so if you have an idea of what you’d like to see someone else present as you’re writing your own proposal, feel free to add it!

This conference is by teachers, for teachers. That means we need you to present. Yes, you! In the past everyone who submitted on time was accepted, however, this year we cannot guarantee that everyone who submits a proposal will be accepted. We do know that we need 10-12 morning sessions (these sessions are held 3 consecutive mornings for 2 hours each morning) and 12 sessions at each afternoon slot (12 half hour sessions that will be on Saturday, July 16 and 48 one hour sessions that will be either Saturday, July 16, Sunday, July 17, or Monday, July 18). That means we are looking for somewhere around 70 sessions for TMC16.

What can you share that you do in your classroom that others can learn from? Presentations can be anything from a strategy you use to how you organize your entire curriculum. Anything someone has ever asked you about is something worth sharing. And that thing that no one has asked about but you wish they would? That’s worth sharing too. Once you’ve decided on a topic, come up with a title and description and submit the form. The description you submit now is the one that will go into the program, so make sure it is clear and enticing. Please make sure that people can tell the difference between your session and one that may be similar. For example, is your session an Intro to Desmos session or one for power users? This helps us build a better schedule and helps you pick the sessions that will be most helpful to you!

If you have an idea for something short (between 5 and 15 minutes) to share, plan on doing a My Favorite. Those will be submitted at a later date.

The deadline for submitting your TMC Speaker Proposal is January 18, 2016 at 11:59 pm Eastern time. This is a firm deadline since we will reserve spots for all presenters before we begin to open registration on February 1st.

Thank you for your interest!
Team TMC – Lisa Henry, Lead Organizer, Mary Bourassa, Tina Cardone, James Cleveland, Cortni Muir, Jami Packer, Megan Schmidt, Sam Shah, Christopher Smith, and Glenn Waddell

August 15, 2015

Now What?

I spent one afternoon at TMC listening to Peg Cagle and Levi Patrick talk about ways to grow as teachers without leaving the classroom. As I mentioned before, TMC brought to the forefront that I'm entering a new stage of my career, and I don't know what that means. Peg and Levi pointed out that there aren't pathways for growth in the US if you're a teacher. This isn't the case everywhere though. In China there are levels to achieve and (diverging) pathways to take as you grow as a teacher. They gave some examples - mentor, research, write a book, spend part of your schedule training pre-service teachers, other things I don't recall. At least in my district, there's no support to do anything beyond my regular teaching schedule. And the teacher leaders are the ones who sign up for committees - which I hate doing because they're typically run during school and remove me from my class. Because I don't want to stop teaching. I love teaching. But it no longer requires 100% of my energy and I want to do more.



So what are my options? I sign up each year to mentor new teachers, because sadly our department turnover is so high that we hire at least one math teacher every year. But this year we lucked out and hired only experienced teachers! They'll certainly need some support learning about our school, but they're much more established than teachers I've mentored in the past.

I never had any intention of writing a book, but that happened. I spoke at several conferences last year but working the conference circuit holds no appeal to me. I don't like to travel far just to spend a day somewhere. As appreciative as I am that so many people want to learn more, presenting to large groups isn't engaging in the way that teaching a class is. Finally, I hate missing school (if you're reading this you don't need me to tell you why).

I see Michael and Dylan digging into topics to explore them from multiple perspectives. This doesn't appeal to me, though I do enjoy scanning their writing to glean new information. I participated in a teacher cabinet advising the mayor last year, but I didn't find that we did anything impactful. So what's left?

This summer I've had the opportunity to do some curriculum work (Paid time! Not taking away from class time! Amazing!) with other teachers in my department. One day our leader from the charter school pointed out how wonderful it was to be doing this work with people who all know the content. That day I was working with our department head (another leadership position I don't really want because right now it's all bureaucracy, with only two teaching blocks) and another teacher who has taught five sections of Algebra 1 for each of the past three years. The same thing happened this past week, there were four of us in the room and with four years of Algebra 1 classes, I might have been the one with the least experience with the course. I also don't want to do curriculum work all the time, but these sessions made me appreciate the expertise of my co-workers. It's so much easier to work with people when I can say, "We need a lesson for the scientific notation part of this standard" and everyone 1) knows what's reasonable to ask our students, 2) has an idea from what they've done in the past, 3) can quickly assess other resources we discover, 4) can take my half sentence and turn it into a lovely handout doing exactly what I want (well, that may have more to do with us getting along that I didn't need to finish my sentence), 5) checks for common misconceptions and discusses how to address them. This is the benefit of having teachers stay in the classroom: we mapped out a month of classes (including a new Algebra support block), made student friendly handouts for all those lessons and chose assessment questions for each of the skills in the unit, in twelve hours. Two half days and a full day and we have photocopy ready plans for a month. There are some parts of class that aren't mapped out (we'll probably all do different openers and closers) and every pacing guide is meant to be broken, but what a huge accomplishment! (Right now all the files are in different places, including the school network, but once they're organized I promise to share.) These occasions make me see how important it is to have ways to keep these teachers in the district, in the classroom, with the students who deserve a teacher who knows what they're doing.

I still haven't answered the question of now what? Soon the answer will be "teach" because despite a decade of doing this, I still have a terrible time learning names. I never remember to make extra copies of the syllabus for Meet the Teacher Night. I always want to try something new, or have to try something new, because every group of students is different. There is one more thing that I want to consider, but I'm going to make it a separate post because it raises many important questions, beyond those of teacher professional paths. Stay tuned...


August 3, 2015

Making Our Global Math Department More Global

I realized at the end of TMC15 that I hadn't gotten any new lesson ideas, because I hadn't gone to any sessions focused on content. As I mulled over that fact I realized it said a lot about where I am as a teacher. I'm not teaching any new preps this year. It will be my sixth year in the same school, ninth year teaching. If you allow me to count student teaching I've been in the classroom for a decade. I attended sessions that made connections, whether they be K to 12, ELL to math, teacher to leader, MTBoS to NCTM... I love teaching, new lesson ideas are always welcome and I can't wait to plan with my co-workers next week and get back to the classroom next month. But these things don't have to be my top priority at a conference because I'm comfortable in my role as educator, my top priority is helping others reach this point - and one way to do it is to expand the reach of our community.

This spring I organized and worked at a booth at NCTM. Once again I didn't attend many content sessions, as I mentioned before. Engaging with people in our community and introducing new people to our plethora of resources was too much of a draw for me to want to leave. I realized that weekend exactly how hard our community is to describe. Sam did a nice job explaining the Evolution of the MTBoS in a recent post. It is precisely because we have so many voices that we are so hard to describe - but by the end of the conference I decided that Global Math Department is the best descriptor. People understand that a department is made up of different teachers with different voices, and if we describe ourselves as the ideal department - one that collaborates and celebrates together - then people have a better chance of beginning to understand who we are before they get scared away by newfangled technology like Twitter. When I get around to writing my letter to a newbie, that's how I will explain what we are. Maybe you have a better metaphor? Sam wants you to share it:


Sam (and Julie and I) also want you to share some thoughts that will be specifically helpful with the new blogger initiation we'll be running in November. What are the MTBoS FAQs? What lingo is confusing? What else should we think about? It might help to peruse the past iterations of this initiative if you have no idea what I'm talking about.

We are running the initiative in November because it will follow the NCTM regional conferences. If you're going to Nashville, Robert is helping to organize that group:

Are going to Nashville in Nov? Please fill out this form to help us figure out if we can run a booth.

If you're going to Atlantic City or Minneapolis (or San Francisco, why not plan ahead!) and have any interest in running a booth, please comment here or tweet at me (I promise we did all the work last year, your role will be pure fun!). If you're not interested in organizing a booth but are presenting at any conference, please consider giving out some sort of info card. This one, modified from the NCTM version, might give you some ideas.

Like Sam, one of the things that I love is this community. Will you help us share it?

July 13, 2015

TMC Morning Session

Twitter Math Camp is coming up soon! We just emailed people who listed our morning session as a first or second choice but it's not too late for you to decide to join us! (In person or virtually by following #TMC15 #equiv)


Comings and Goings: Building a Shared Understanding of 
Math Education from Kinder through Calculus

Session Description:

Are you an elementary or middle school teacher who has wondered, “Why do my students need to know this?”

Are you a middle or high school teacher who has wondered, “Didn’t they learn anything about this in earlier years?”

In teaching it’s crucial to know both where our students are coming from and where they are going. But the people who teach young kids and older students often don’t even work in the same building. How can we help struggling high school students, and what matters most in the elementary years? In this session we’ll bring math teachers for students of all ages together to build deep knowledge about the math that our students are learning.

In each day of this three-day session we’ll look at a different topic that cuts across the curriculum. Topics may include: proportional reasoning, the distributive property and area. Our goal is for every participant to leave this session with some new questions and serious food for thought. Come draw connections across grade levels, deepen your curricular understanding, better understand the CCSS, write great problems for students of all ages and be part of a one-of-a-kind conversation.

Presenters:
Jennifer Bell
Tina Cardone
Brian Stockus
(Remote: Michael Pershan)


Email:

We are going to spend some time discussing the big idea of equivalence through the lenses of the distributive property and proportional reasoning. If you have a favorite resource (or three!) related to one of those topics we would encourage you to bring it along. (No need to make copies, a digital file that would be easy to edit would be ideal but any contribution is welcome.) We will be tweeting, working in google drive and using padlet during our session - if you have a device with you at TMC, please bring it to the session.

Brian found a great article relevant to our goals: http://www.authenticeducation.org/bigideas/sample_units/math_samples/BigIdeas_NCSM_Spr05v7.pdf

Perhaps you can read it poolside before TMC, or on the plane or in the car (but not if you’re driving!) on the way to TMC.

We look forward to learning with you all soon,
Jennifer Bell, Brian Bushart, Tina Cardone, Michael Pershan

December 1, 2014

TMC15 Speaker Proposals

Have you heard of Twitter Math Camp? It's the best weekend of professional development and enthusiasm replenishment around. Don't end up in the jealousy camp this summer! Sign up to present and you'll get early access to registration:

We are starting our gear up for TMC15, which will be at Harvey Mudd College in Claremont, CA (outside of LA – map is here) from July 23-26, 2015. We are looking forward to a great event! Part of what makes TMC special is the wonderful presentations we have from math teachers who are facing the same challenges that we all are.

To get an idea of what the community is interested in hearing about and/or learning about we set up a Google Doc (http://bit.ly/TMC15-1). It’s an open GDoc for people to list their interests and someone who might be good to present that topic. If multiple people were interested in a session idea, he/she added a “+1” after it. The doc is still open for editing, so if you have an idea of what you’d like to see someone else present as you’re writing your own proposal, feel free to add it!

This conference is by teachers, for teachers. That means we need you to present. Yes, you! In the past everyone who submitted on time was accepted, so we really, honestly and truly need you to submit/present! What can you share that you do in your classroom that others can learn from? Presentations can be anything from a strategy you use to how you organize your entire curriculum. Anything someone has ever asked you about is something worth sharing. And that thing that no one has asked about but you wish they would? That’s worth sharing too. Once you’ve decided on a topic, come up with a title and description and submit the form. The description you submit now is the one that will go into the program, so make sure it is clear and enticing.

If you have an idea for something short (between 5 and 15 minutes) to share, plan on doing a My Favorite. Those will be submitted at a later date.

The deadline for submitting your TMC Speaker Proposal is January 19, 2015 at 11:59 pm Eastern time. This is a firm deadline since we will reserve spots for all presenters before we begin to open registration on February 1st.

Thank you for your interest!

Team TMC – Lisa Henry, Lead Organizer, Mary Bourassa, Tina Cardone, James Cleveland, Cortni Kemlage, Jami Packer, Max Ray, Glenn Waddell, and Darryl Yong

December 1, 2013

TMC14: Speaker Proposals

We are starting our gear up for TMC14, which will be at Jenks High School in Jenks, OK (outside of Tulsa – map is here) from Thursday, July 24 through Sunday, July 27, 2014. We are looking forward to a great event. Part of what makes TMC special is the wonderful presentations we have from math teachers who are facing the same challenges that we all are.

To get an idea of what the community is interested in hearing about and/or learning about we set up a Google Doc (http://bit.ly/TMC14-1). It’s an open GDoc for people to list their interests and someone who might be good to present that topic. If multiple people were interested in a session idea, they added a “+1” after it. The doc is still open for editing, so if you have an idea of what you’d like to see someone else present as you’re writing your own proposal, feel free to add it!

This conference is by teachers, for teachers. That means we need you to present. Yes, you! What can you share that you do in your classroom that others can learn from? Presentations can be anything from a strategy you use to how you organize your entire curriculum. Anything someone has ever asked you about is something worth sharing. And that thing that no one has asked about but you wish they would? That’s worth sharing too. Once you’ve decided on a topic, come up with a title and description and submit the form

If you have an idea for something short (between 5 and 15 minutes) to share, plan on doing a My Favorite. Those will be submitted at a later date.

The deadline for submitting your TMC Speaker Proposal is January 20, 2014. This is a firm deadline since we will reserve spots for all presenters before we begin to open registration on February 1, 2014

Thank you for your interest!

Team TMC – Lisa Henry, Lead Organizer, Shelli Temple, Justin Aion, Mary Bourassa, Tina Cardone, James Cleveland, Cortni Kemlage, Jami Packer, Anthony Rossetti, and Glenn Waddell