Episode #307: Making Math Make Sense for Kids – An Interview with James O’Neal from Mastery For All
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Episode Summary:
In this episode, Jon and Kyle dive deep into a conversation with James O’Neal, founder of Mastery for All, exploring the impact of prioritizing conceptual understanding in math education.
James O’Neal, Jr. is a National Board-Certified middle school math teacher with 15 years of experience, currently teaching at Piedmont IB Middle School in Charlotte, NC. He holds an M.Ed. in Curriculum and Instruction from UNC-Charlotte and was a 2022 finalist for the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST). Founder of Mastery For All, LLC, James advocates for high expectations and equitable outcomes in education through public speaking nationwide.
James is here to share some insight on his upcoming session in the 2024 Make Math Moments Virtual Summit.
They share personal stories and insights on how a focus on student outcomes can transform teaching practices and improve learning experiences.
You’ll learn:
- Discover how emphasizing conceptual understanding over memorization can change students’ attitudes towards math.
- Learn practical strategies to help educators shift their teaching approaches to better meet the needs of all learners.
- Learn to practice the mantra: “If you can make sense of it, then you can help students make sense of it”.
Tune in to this episode of the Making Math Moments That Matter Podcast to revolutionize your approach to teaching math and better align your priorities with your educational goals.
Attention District Math Leaders:
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Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning.
Episode Summary:
Mastery for All Founder’s Math Journey
Kyle introduced James O’Neill, the founder of Mastery for All, a business supporting math education for underrepresented students. James shared his own math moment, recalling how his 8th-grade teacher, Mrs. Simmons, recognized his potential and gave him a placement test to join the algebra class, a decision that significantly impacted his academic trajectory. The discussion then transitioned to James’ upcoming session at the annual virtual summit.
Improving Math Education Through Understanding
Kyle and James discussed their experiences with mathematics and how it is taught. James shared his approach to teaching math, emphasizing the importance of making sense of concepts and building students’ knowledge, rather than just memorizing rules. He expressed his belief that everyone can and should like math, and he aims to change attitudes towards it. Kyle agreed with James and highlighted the issue of students being distracted by not understanding concepts, which can lead to missed information and difficulty in retaining what is taught. Both agreed on the need to help more educators adopt this approach to better meet the needs of all learners.
Understanding and Teaching Mathematical Concepts
James, Jon, and Kyle shared their experiences with understanding and teaching mathematical concepts. They discussed a particular instance where James was taught the formula for the hypotenuse but didn’t fully understand the concept behind it. This lack of understanding changed after a teacher provided a simple proof of the concept. Kyle expressed that he had been teaching for years before having this realization. They also discussed the role of teachers as translators in helping students understand mathematical concepts. They agreed that a strong understanding of the material is necessary to effectively teach and translate it to students.
Mrs. Simmons’ Impact on Conceptual Understanding in Math
Jon asked James about his experience with Mrs. Simmons, a teacher who seemed to foster a conceptual understanding of math in her students. James shared his struggle with geometry and how Mrs. Simmons’ belief in him and her teaching method helped him to see the connections and make sense of the subject matter, thereby transforming his approach to teaching. Kyle then reflected on his and John’s teaching journey, noting their focus on engagement through trickery rather than conceptual understanding, and asked James if he always saw the importance of conceptual understanding as a means of engagement. James confirmed this, emphasizing the significance of mathematical understanding in engagement.
Emphasizing Conceptual Understanding in Teaching
Kyle, James, and Jon had an engaging discussion about their personal journeys in understanding mathematical concepts and the importance of focusing on conceptual understanding in teaching. They shared their experiences of overcoming initial hurdles and the excitement of uncovering new insights in their subject. The group expressed optimism for the future, believing that their teacher-led focus on conceptual understanding will positively influence the next generation of teachers. They agreed to continue on this path, with an emphasis on creating classrooms where students see mathematics as a practical tool rather than a rote set of procedures.
Changing Teachers’ Mindset in Mathematics
Jon, James, and Kyle discussed the challenges of changing teachers’ mindset and teaching approaches in mathematics. They identified two main obstacles: the teachers’ own experiences and beliefs, which are often a product of their own education, and the lack of control over their teaching methods. They emphasized the importance of educators being aware of these issues and actively working to overcome them. The trio also recognized that this is a gradual process that requires patience and persistence, given the deeply ingrained beliefs and habits.
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DOWNLOAD THE 3 ACT MATH TASK TIP SHEET SO THEY RUN WITHOUT A HITCH!
Download the 2-page printable 3 Act Math Tip Sheet to ensure that you have the best start to your journey using 3 Act math Tasks to spark curiosity and fuel sense making in your math classroom!
LESSONS TO MAKE MATH MOMENTS
Each lesson consists of:
Each Make Math Moments Problem Based Lesson consists of a Teacher Guide to lead you step-by-step through the planning process to ensure your lesson runs without a hitch!
Each Teacher Guide consists of:
- Intentionality of the lesson;
- A step-by-step walk through of each phase of the lesson;
- Visuals, animations, and videos unpacking big ideas, strategies, and models we intend to emerge during the lesson;
- Sample student approaches to assist in anticipating what your students might do;
- Resources and downloads including Keynote, Powerpoint, Media Files, and Teacher Guide printable PDF; and,
- Much more!
Each Make Math Moments Problem Based Lesson begins with a story, visual, video, or other method to Spark Curiosity through context.
Students will often Notice and Wonder before making an estimate to draw them in and invest in the problem.
After student voice has been heard and acknowledged, we will set students off on a Productive Struggle via a prompt related to the Spark context.
These prompts are given each lesson with the following conditions:
- No calculators are to be used; and,
- Students are to focus on how they can convince their math community that their solution is valid.
Students are left to engage in a productive struggle as the facilitator circulates to observe and engage in conversation as a means of assessing formatively.
The facilitator is instructed through the Teacher Guide on what specific strategies and models could be used to make connections and consolidate the learning from the lesson.
Often times, animations and walk through videos are provided in the Teacher Guide to assist with planning and delivering the consolidation.
A review image, video, or animation is provided as a conclusion to the task from the lesson.
While this might feel like a natural ending to the context students have been exploring, it is just the beginning as we look to leverage this context via extensions and additional lessons to dig deeper.
At the end of each lesson, consolidation prompts and/or extensions are crafted for students to purposefully practice and demonstrate their current understanding.
Facilitators are encouraged to collect these consolidation prompts as a means to engage in the assessment process and inform next moves for instruction.
In multi-day units of study, Math Talks are crafted to help build on the thinking from the previous day and build towards the next step in the developmental progression of the concept(s) we are exploring.
Each Math Talk is constructed as a string of related problems that build with intentionality to emerge specific big ideas, strategies, and mathematical models.
Make Math Moments Problem Based Lessons and Day 1 Teacher Guides are openly available for you to leverage and use with your students without becoming a Make Math Moments Academy Member.
Use our OPEN ACCESS multi-day problem based units!
Make Math Moments Problem Based Lessons and Day 1 Teacher Guides are openly available for you to leverage and use with your students without becoming a Make Math Moments Academy Member.
Partitive Division Resulting in a Fraction
Equivalence and Algebraic Substitution
Represent Categorical Data & Explore Mean
Downloadable resources including blackline masters, handouts, printable Tips Sheets, slide shows, and media files do require a Make Math Moments Academy Membership.
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