Much has happened since our March newsletter. That’s probably an understatement of epic proportions.
As someone working remotely and trying to support two children in their distance learning, there isn’t much about my daily routine that looks the same as it did in early March. So it seems like the perfect time to run one of my favorite routines: Same and Different (
#samedifferent
for my Twitter peeps). Choose two things and determine what’s the same about them and what’s different. While you can choose an endless number of mathematical prompts (numbers, pictures, graphs, tables, shapes, etc.), I thought instead we might dive into something on my mind daily — supporting parents in distance learning.
What’s the same or different about how parents feel about supporting their child at home in math now compared to before the stay-at-home orders?
- SAME: I still struggle with asking my children the right questions in a way that allows them to do the thinking and reasoning and doesn’t quickly push them into the way that I see it. It sounds like I’m not alone in the struggle, as The New York Times recently published a resource for parents who are struggling to support their children in math during distance learning. Many of the suggestions are the same as ones sent at the start of the school year. Distance learning or not, parents (like myself) are still struggling to be the right support for our children in studying mathematics.
- SAME: I still love playing games with my children that help build their mathematical skill and curiosity. Tiny Polka Dots is still one of our favorites for our kindergartener and the creators just released a starter deck to the game for free downloading if buying the game isn't practical. If you're looking for something beyond flashcards for multiplying and dividing, you might like Prime Climb. Or check out some of our favorite math games. Playing games is still a great way to activate and support mathematical thinking.
- DIFFERENT: I need more opportunities for my children to work on things with each other, where before the stay-at-home orders, they often got their fill of collaborative work at school with their peers. Our team at SDCOE has been working to develop activities that span K-12 and don’t require technology, another thing my children have suddenly had too much of! We also have partnered with The San Diego Union Tribune to publish Learning at Home Bingo, a page of activities for students through the lens of a different content area each week. Check out our first release of thinking like a mathematician. Each Sunday edition has activities from a different content area, with another week of math coming soon.
There are a lot of ways to use the Same and Different routine
, and I hope that you find a moment this week to try it when teaching mathematics or supporting math teachers.
Below, you’ll find opportunities to continue your learning, stay up-to-date on new policies, and work together as we continue to think through distance learning in mathematics, including how we engage and support parents.
Wishing you good health and many mathematical adventures,
Audrey Mendivil
@Audrey_Mendivil
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Desmos Webinars Available on-Demand
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Developing Online Professional Learning
Six Counterintuitive Lessons Learned About Online Workshops
is a one-hour recorded webinar with Robert Kaplinsky for those planning online professional development for teachers in the near future. Helpful lessons and design ideas to consider before designing your next online professional development.
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San Diego Math Project Webinars Available
The San Diego Math Project has continued to offer a series of webinars to support math teachers in distance learning. Check out one of their
current or archived sessions
to learn more.
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Mathematics Framework update
At the May 7 board meeting, the State Board of Education (SBE) voted to adjust the timeline for the revision of the
Mathematics Framework for California
. This action delayed final SBE action from May/June 2021 to its November 2021 meeting. You can find the complete action
here
(Item 04).
CDE Guidance on Mathematics Placement Policy
The California Department of Education (CDE) has received questions regarding the implementation of the Mathematics Placement Act of 2015 pursuant to Education Code (EC) Section 51224.7 during the stay-at-home order. The question and the CDE response follow:
- During the stay-at-home order due to the coronavirus and the shift to distance learning, must local educational agencies (LEAs) continue to implement their Mathematics Placement Policy pursuant to EC Section 51224.7?
- The Mathematics Placement Act of 2015, set forth in EC Section 51224.7, requires that governing boards or bodies of LEAs that serve pupils entering grade nine have a mathematics placement policy in place, with specified elements, for pupils entering grade nine.
The decision of how a LEA is to implement its Mathematics Placement Policy is a local one. During this time of distance learning, each governing board or body of a LEA will need to determine what action(s), if any, to take regarding its Mathematics Placement Policy for mathematics course placement for the 2020-21 school year. As equity is at the heart of the Mathematics Placement Act, it is pertinent to note that each policy is required to have a checkpoint within the first month of the school year.
Mathematics, Policy, and Leadership Network
Interested in learning more about policy news and events? Join SDCOE at the nex
t Mathematics, Policy, and Leadership Network
gathering on May 14 from 11 a.m. to 12:30 p.m. The group meets every other Thursday. Contact
Mindy Shacklett
for more login information.
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Math leaders from across the county have been meeting weekly since early April to discuss what math distance learning should look and sound like. The group has been focused on articulating their vision for mathematics during distance learning in order to help in planning, coaching, and decision-making as we move from crisis reaction into planning for next year.
We’ve begun by creating the following documents, recognizing that each will continue to evolve as we learn more:
Our math leaders will continue to refine our vision statement as we discuss future topics such as support for families in distance learning. Email
audrey.mendivil@sdcoe.net
if you are interested in more information regarding this work.
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The Sum of it All
newsletter.
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Get up-to-the-minute information about what's happening at SDCOE
and in our districts across the county.
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