fbpx

Episode #29: Concept-Based Mathematics: An interview With Jennifer Chang Wathall

Jun 17, 2019 | Podcast | 6 comments

LISTEN NOW…

In this episode, we’ll dive into a great conversation about shifting mathematics teaching from what many of us remember from our K-12 learning journey to a more progressive, inquiry approach to teaching mathematics conceptually. In particular, we’ll discuss with Jennifer Chang-Wathall how to be brave in your classroom to make necessary changes to promote student understanding, unpacking what teaching conceptually really means, and how we can ensure that students still learn the necessary facts and skills alongside conceptual understanding.

You’ll Learn

  • How to be brave in your classroom to make changes that are needed for your students understanding.
  • What does teaching conceptually really mean?
  • Why we need to have facts and skill AND conceptual understanding. It’s not either or.
  • How we can build confidence in our own math learning.
  • Why knowing where students will create misconceptions will make you a better teacher.

MAKING MATH MOMENTS ACADEMY

YOUR ROADMAP TO AN INSPIRING MATH CLASS

LEARN MORE about our Online Workshop: Making Math Moments That Matter: Helping Teachers Build Resilient Problem Solvers. http://makemathmoments.com/onlineworkshop

Thanks For Listening

To help out the show:

6 Comments

  1. Jennifer Lagrange

    The idea that teachers will never be replaced by a textbook or a video or AI because of the human relationships teachers have developed with students is so powerful. This reinforces the idea that teachers most important skill is relationship building.

    Reply
    • Jennifer Chang Wathall

      I completely agree with you, Jennifer. We bring the human element through building trust, earning respect and cultivating strong connections with students through our relationships. Thank you for sharing.

      Reply
      • Kyle Pearce

        Totally agree! But even further, computers can’t make important decisions on their “feet” like experienced teachers can who understand the content. Sure, I can give a multiple choice question and “assume” the error was because they doubled instead of squared, but that is a major assumption and only gets at 1 (or a handful) of possible misconceptions. What if the struggle is way before that particular quesiton/problem? A computer doesn’t know what to do next… too many possibilities!

        Long live human teachers with content and pedagogical expertise 🙂

        Reply
  2. cary mallon

    Jennifer,
    This is one of my favorite episodes of this podcast. I have already listened to it a few times and anticipate listening a few more. (I need something to think about while I’m pedaling my bike). I really like the notion that handing over information to students is like handing them a wrapped gift and telling them what is inside before they have a chance to open it.
    I’ve been reading your book searching for the Spaghetti and Sine Curves part? Can you help?

    Reply
    • cary mallon

      Duh, I found it.
      Also taking your advice using baby steps to change my pedagogy.

      Reply
      • Jon & Kyle

        Glad you found what you were looking for. Super cool idea, for sure!

        Reply

Submit a Comment

Your email address will not be published. Required fields are marked *

STAY IN THE LOOP:

JOIN THE COMMUNITY

KYLE PEARCE & JON ORR