By the Numbers

with Renee Smith

Renee

As you might guess, By the Numbers is a math podcast. But this isn’t your “mama’s math”, this is math for “Their Future”. “They” are the kids in the seats today and all the ones to come. This is about what we need to change in math education to help our students be prepared for the real world when they leave our classrooms.

We’ll talk about best practices, resources, web sites, apps, and anything else that sparks my interest. There’ll be special guests, helpful tips and a little “sum”thing for everyone. “Count” on it!

So, who’s running the show? Subscribe to this podcast and many others!

Success With Students Using CGI – Heidi Harris Part III (By The Numbers #5

February 5, 2014

http://traffic.libsyn.com/remarkablechatter/btn_5.mp3 In their final conversation, Renee’ and Heidi explain how the Dan Meyer instructional strategy, CGI, and the Van de Walle resources led to success with students once the Common Core State Standards for math were adopted.  Listen in as Heidi tells how she helped students understand the 8 Mathematical Practice standards and helped them become better mathematicians. You can contact Renee’ Smith, Curriculum & Instructional Specialist at: renees@essdack.org 620-931-2528 Work 620-200-0763 Cell Go down deep enough into anything and you will find […]

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Cognitively Guided Instruction – CGI (By The Numbers #4)

January 24, 2014

In part two of their conversation, Renee’ and Heidi Harris discuss the decision to train in Cognitively Guided Instruction (CGI).  Heidi describes this instructional practice as the structure  that allowed her to help her students make sense of math.  Listen in as Heidi explains more about CGI,  how she uses this research-based practice, and its tie to Common Core. http://traffic.libsyn.com/remarkablechatter/btn_4_2.mp3 You can contact Renee’ Smith, Curriculum & Instructional Specialist at: renees@essdack.org 620-931-2528 Work 620-200-0763 Cell Go down deep enough into anything and you […]

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Heidi Harris – A School’s Journey To Improve Math Education (By The Numbers #3)

January 8, 2014

http://traffic.libsyn.com/remarkablechatter/btn_3.mp3 Renee’ Smith is joined by Heidi Harris in a discussion of her school’s journey to improve math education.   Heidi has taught as a classroom and an instructional support teacher at Avenue A Elementary School in Hutchinson, Kansas for the past 17 years.  When data showed that number sense was critically lacking in many of the students at the school, John A. Van de Walle’s book was chosen to assist with the understanding of how learners acquire math skills and the […]

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Dan Meyer On Real World Math (By The Numbers #2)

December 6, 2013

http://traffic.libsyn.com/remarkablechatter/BTN_2_Dan_M.mp3 Join Renee’ as she and Tammy Fellers interview Dan Meyer about his real-world approach to teaching math. Dan Meyer  taught high school math and currently studies math education at Stanford University. Dan was named one of Tech & Learning’s 30 Leaders of the Future and an Apple Distinguished Educator. 101 Questions – http://www.101qs.com/ Estimation 180 –  http://www.estimation180.com/ Video Story Problems – http://www.techsavvyed.net/archives/2352 Geoff Krall’s Problem Based Learning Maps – http://emergentmath.com/my-problem-based-curriculum-maps/ Dan Meyer’s Three Act Math Tasks-https://docs.google.com/spreadsheet/pub?key=0AjIqyKM9d7ZYdEhtR3BJMmdBWnM2YWxWYVM1UWowTEE&output=html Renee’ Smith Curriculum & Instructional […]

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Welcome To By The Numbers With Host Renee Smith (By The Numbers #1)

November 19, 2013

http://traffic.libsyn.com/remarkablechatter/btn_1.mp3 By The Numbers will focus on what needs to be changed in Math education to help students be prepared for their future outside the classroom. By looking at the  8 Mathematical Practice Standards from CCSS we can see the intersection between CGI and Common Core. Mathematical Practice #1:  Students will make sense of problems and persevere in solving them. The connection here is obvious….that is the premise of CGI.Mathematical Practice #2:  Students will reason abstractly and quantitatively.  When students […]

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