Advanced Institute for AERO Math Specialists/Fellows in International Schools (MSIS/MFIS) Teachers and Colleagues
Connect & Engage
MSIS and MFIS Institutes were designed around the idea that success in teaching requires pedagogical knowledge as well as mathematical content knowledge. The goal is to develop teacher capacity for enacting meaningful student-centered learning experiences around the mathematical concepts and practices described in the AERO Standards.
As a result, MSIS/MFIS teachers have focused on rich problem-solving assessment tasks. At the WTI, teachers will share problem solving assessment tasks, rubrics, and student work from tasks. The three criteria — Concepts and Procedures, Problem Solving, Communicate Reasoning — for assessing mathematics proficiency will frame our discussions. Examining tasks and student work from those tasks, we will focus on two questions:
• What does it look like when students are engaged in problem solving?
• What does it look like when students are communicating their mathematical reasoning?
The desired result is a common understanding of problem solving and mathematical reasoning and to identify “look fors” in monitoring student reasoning. Teaching and learning strategies that enhance problem-solving and reasoning skills will be emphasized.
Learn
Learning is the focus of a standards-based learning system. It is an ongoing teaching and learning cycle that ensures all students learn and can demonstrate proficiency in grade level standards. A standards-based learning system continually asks and answers the following critical questions:
• What do students know, understand and are able to do?
• How will we teach effectively to ensure students learn?
• How will we know that students have learned?
• What will we do when students don’t learn or reach proficiency?
The teaching of mathematics is complex. It requires teachers to have a deep understanding of the mathematical knowledge they are expected to teach (Ball, Thames, and Phelps 2008) and a clear view of how student learning of mathematics develops and progresses across grades (Daro, Mosher, and Corcoran 2011)
Reflect & Apply
We invite you to join us in thinking deeply and reflecting about our work and the evidence of student learning. All participants will bring the following:
• a minimum of one problem solving task
• rubric for assessing task
• at least two samples of student work that represent a student meeting the criteria for success and a student approaching the expectations of the criteria.
Outcomes
A common understanding of problem solving and mathematical reasoning and to identify “look fors” in monitoring student reasoning.
Prerequisites
Preference will be given to those who have completed the MSIS/MFIS program.
