More Math for More People
CPM Educational Program is a non-profit publisher of math textbooks for grades 6-12. As part of its mission, CPM provides a multitude of professional learning opportunities for math educators. The More Math for More People podcast is part of that outreach and mission. Published biweekly, the hosts, Joel Miller and Misty Nikula, discuss the CPM curriculum, trends in math education and share strategies to shift instructional practices to create a more inclusive and student-centered classroom. They also highlight upcoming CPM professional learning opportunities and have conversations with math educators about how they do what they do. We hope that you find the podcast informative, engaging and fun. Intro music credit: JuliusH from pixabay.com.
More Math for More People
Episode 2.22 - Where Joel and Misty reminisce about childhood cereals and discuss more instructional supports in Inspiring Connections
It's the 22nd episode of Season 2 of the More Math for More People Podcast!
On this National Cereal Day, Joel and Misty hearken back to the days when they ate sugary cereals (this may be longer in the past for one of them than the other...) and discuss how they might celebrate today.
They also have a conversation with Tony Jones and Dan Henderson, from the Curriculum and Assessment Department about some of the instructional supports that are part of the recently launched Inspiring Connections curriculum, including elements from Building Thinking Classrooms.
It's a great episode so have fun!
Send Joel and Misty a message!
The More Math for More People Podcast is produced by CPM Educational Program.
Learn more at CPM.org
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Email: cpmpodcast@cpm.org
Welcome to episode 22 of Season two of the More Math for More People podcast. It is March 7th, 2023. Cheers. Hello everyone. I'm Misty. And I'm Joel. And this is the more. For more People. Podcast brought to you by CPM Educational Program. On this podcast, we discuss the CPM curriculum, trends in math education, and share strategies to shift instructional practices to create a more inclusive and student-centered classroom. We also highlight upcoming CPM professional learning opportunities and have conversations with math educators about how they do what they do, and we always try to have a little bit of fun and laughter as well. Indeed we do. So come and find out what shenanigans were up to on this episode. Boom. Well, here we are again. It is, I don't know, one of my favorite segments of the podcast. I don't know about other people, but I think that I've heard, I think you told me, Joel, that sometimes people remember what podcast it was by what the National Day of was, more than what we might have also been talking about.
joel_22_03-02-2023_130429:I know.
misty_2_03-02-2023_120429:So, well, all right, so it is March 7th, and what is the National Day today?
joel_22_03-02-2023_130429:Today is National Cereal Day.
misty_2_03-02-2023_120429:Cereal. Help me understand that.
joel_22_03-02-2023_130429:It says there isn't a person alive who doesn't know a bowl of cereal, a spoon, and some milk
misty_2_03-02-2023_120429:Okay, so Cereal, C E R E A L. We need to make sure we, it is an audio podcast, so, oh, so like milk and bowls of cereal day.
joel_22_03-02-2023_130429:That's right.
misty_2_03-02-2023_120429:Got it.
joel_22_03-02-2023_130429:It says that combination will equal a party in your. Snap, crackle, and pop your way through
misty_2_03-02-2023_120429:oh, come on. So it's like a, it's, so it's national Cereal day, but it's also an advertisement. You're telling
joel_22_03-02-2023_130429:Kind. Well, I guess. I guess they all kind of are, aren't they? The
misty_2_03-02-2023_120429:so Well, I guess kind of yes, but sometimes, you know, the advertisement is not commercial. Or maybe not commercial, I don't know. But anyway. Anyway, it's fine.
joel_22_03-02-2023_130429:Do you enjoy cereal?
misty_2_03-02-2023_120429:I don't eat very much cereal anymore. I think the only cereal, occasionally I will eat some, some kind of cocoa crispy thing. Usually it's like not the name brand, it's some off brand, you know, organic ones or whatever, like koala crisps or something like that. But, I don't, I didn't a lot of cereal anymore. I ate a lot of cereal when I was a child, of course. But there was always a struggle at my house because we were not allowed to eat very much sugary cereals. Cuz you know, this is kind of like the eternal, well, I don't know if it happened, before there was refined sugar. It probably didn't happen in like, I can imagine the cavemen, they're like, don't eat that sweet thing. Right? But like with refined sugar, it feels like there's always this battle between parents and children to prevent children from eating as much sugar as possible. Cuz evolutionarily we have, children should eat a lot of things. They're like, I want to have a lot of calories. Right? So they eat sugar. And I remember when I was a kid it was always, we had boring cereals. I, I mean, well, Cheerios was the most
joel_22_03-02-2023_130429:Uh, I love Cheerio.
misty_2_03-02-2023_120429:mean Cheerios is okay, but Cheerios, I mean, compared to my dad ate Frosted Flakes, but they were only for my dad. so we had Frosted Flakes in the house, but we didn't get to eat them unless we asked Dad if we could have some of them and we get a tiny bowl or whatever. And so, frosted Flakes versus Cheerios is a lot of different as a child, for me, I was like, and we were allowed to put some sugar. on our cereal, but we were only allowed to put a certain amount. Right. You can only put like one spoonful or something. Right. And I remember one time. I was eating my Cheerios and my parents weren't around at the time, so I must have put probably a quarter cup of sugar in my bowl. I don't know, I just put a whole bunch of sugar in there cause I thought it would make it even better. And I I think it was when I first learned that some things, that you can get a saturated solution, right? So now everything dissolves anymore. So I had like about a quarter like this, you know, quarter inch of sugar on the bottom of my.
joel_22_03-02-2023_130429:did you eat it?
misty_2_03-02-2023_120429:and the well, and the milk was like super, super sweet. And I think I ate most of the Cheerios, but then I was like, oh, this is, and there's just too much sugar on the bottom. I didn't wanna just eat the sugar plain. I wanted it to make the Cheerios sweeter so I wasn't gonna drink the milk cuz we always also, that was a requirement at my house. We had to drink the milk. I don't think that's a requirement at every house, but so I was then wanna drink the milk cuz. All this sugar on the bottom. And my parents of course, were like, why aren't you finishing your cereal line? I was like, uh, I don't
joel_22_03-02-2023_130429:This is, this is a
misty_2_03-02-2023_120429:then, yeah. And so then it was discovered that I had put all this sugar into my cereal and then I was required to finish it. Like, it was like, now you need to finish all of this. And it was gross. It was gross. Just eating this like milky sugar. Yeah, I, it kind of cured me from putting a lot of sugar on my cereals. We used to like, I think one of my favorite cereals when I was a kid was Lucky Charms.
joel_22_03-02-2023_130429:I love Lucky Charms. Well, we, we grew up in different parts of the world, and I would say that we've had almost the identical cereal experiences as children.
misty_2_03-02-2023_120429:That's not too surprising. We grew up in, you know, in a similar timeframe of the world, so,
joel_22_03-02-2023_130429:My mom also said no sugar cereals. So we had grape nuts, we had cream of wheat, we had oatmeal, we had, I don't those are considered cereals, grits. We would have. Cheerios, we would have those types of quote unquote healthy cereals. I guess I've also experimented with the too much sugar and watch it just kind of, huh, it's still there, Now what am I gonna do with that and as soon as I got out of the house, meaning, or I went to college, I moved to Utah in, in my early twenties, I experimented with so many sugar cereals. and I really love the Lucky Charms. I really love the Lucky Charms, but I don't eat cereal like in my current life.
misty_2_03-02-2023_120429:We never got, like, it was always this, it was this weird thing. I think mostly cuz we, didn't, we bought off brand cereals. I think that was a big part of it. So we didn't, there were certain ones we couldn't ever get, we couldn't ever get Fruity Pebbles, you know, or like certain ones that we wanted, but they, you know, they didn't have'em in the generic brand or, or there were things that like later, you know, I remember. Cookie Crisp Cereal and Cinnamon Toast Crunch. Like those are ones we, they, they never, they like they had just come out, so there were never generic brands for those, so we didn't get any of those. But yeah, that's cereal.
joel_22_03-02-2023_130429:And the commercials are really good too. Like they have characters, they
misty_2_03-02-2023_120429:oh, do they still have commercials for cereal?
joel_22_03-02-2023_130429:Yeah.
misty_2_03-02-2023_120429:No, I don't see.
joel_22_03-02-2023_130429:Tony the tiger. The Cheerios bee,
misty_2_03-02-2023_120429:All right. So whatcha are you gonna do for National Cereal Day then? Joel
joel_22_03-02-2023_130429:I gu I guess I'll leave both cheer. I, I mean this is one of those
misty_2_03-02-2023_120429:like a really, that's kind of like a,
joel_22_03-02-2023_130429:I,
misty_2_03-02-2023_120429:else would you do? I mean, come on.
joel_22_03-02-2023_130429:what else am I gonna do? I, I do remember Samantha was in a play one time, and I forget the name of the kind of play, but entering into the play, you got a bag of Cheerios and you got to throw the Cheerios at the actors during the show. And so perhaps I'll go see a show with some throwing
misty_2_03-02-2023_120429:you can throw cereal. All right, sounds
joel_22_03-02-2023_130429:how about you? How are you gonna.
misty_2_03-02-2023_120429:Well, I, you know, I might have something like, you know, like cream of wheat or something that, but not wheat, but like cream of rice or whatever. That's not wheat. But I like those kinds of cereals still. I do actually still eat oat mealy kinds of cereals, so I might do that.
joel_22_03-02-2023_130429:I like it.
misty_2_03-02-2023_120429:All right, well go out and enjoy National
joel_22_03-02-2023_130429:Enjoy your day
misty_1_03-02-2023_113032:right, so here we are with with Tony Jones and Henderson, two of our writers on the writing team in the curriculum and assessment department, and this is our third segment of talking about inspiring connections. So last, well, for us, last week when you had listened to be a couple weeks ago, but last we, at the conference, we launched Inspiring Connections. We also had a few sessions that about building thinking classrooms, including our keynote was given by Peter And building thinking classrooms is one of the elements, one of the things that has been integrated. and inspiring connections. So we're here with Dan and Tony today to talk about what some of those elements are and how they really kind of meld into inspiring connections So, welcome to the podcast.
Joel:Yeah, welcome back.
Dan:Thanks.
Tony:to be
misty_1_03-02-2023_113032:so let's just kind of talk about what are some of the, some, what are some of those instructional practices that were elaborated in building thinking classrooms that are part like the really key features of inspiring connections?
dan_1_03-02-2023_143031:Should we back up a step from that first? Should we back up and be when you think about the, the great thing that is cpm, the, the thing that makes it great. Is that it's not just a pile of problems that are really good and it's not just a pile teacher moves that are really good.
Track 1:Right.
dan_1_03-02-2023_143031:both of those things put together and then a pile of pl on top of that to make sure you know what you're doing with that. We didn't lose any of that. We doubled down on all of that, but there's a bunch of research that came out since that sort of found a way to incorporate and rethink. So that's what I mean. Just step back up a second and think about that.
misty_1_03-02-2023_113032:was a great summary. it.
dan_1_03-02-2023_143031:we didn't just do building thinking classrooms, like we included rough draft talk. the five practices are there. We talked about the, the author's vision, what we call the teacher notes now have Suggestions for you know, what you're looking for when you're monitoring and what kind of answers you might wanna anticipate and how you should sequence things when they come up and how you can connect'em, all that stuff. It's like all built in and the same's true with all of the other things. So, I guess we did, we, built in a bunch of things that. So I guess we could talk about building in classrooms in particular, but wanted to be situated in the context. We did a bunch of other things too.
misty_1_03-02-2023_113032:No, Noah,
dan_1_03-02-2023_143031:Tony, you got anything to add to that?
tony_1_03-02-2023_133031:Well now, and we've been adding on and adapting for years since, you know, we started with foundations making connections. And as we get into core connections, we added the latest research that we had and we were very thoughtful and intentional with inspiring connections to look at the latest research, what's best for students, what's best for teachers, as a way to really make a curriculum that truly brings more math and more people in a way that impacts the classroom beyond anything we've done before.
dan_1_03-02-2023_143031:Yeah. And a bunch of things like, not even just academic research, We looked at the Teacher research core and what they were doing a bunch of research on number of talks and math chats, things like that. Um, We added close line activities and some, which one is unique in there? And would you rather a bunch of stuff to sort of bring all of that current practice into the curriculum so it's not an add-on. Like I gotta find a way to squeeze it in here before the lesson starts whatever it's built in.
misty_1_03-02-2023_113032:I don't think that's one of the things that I see about it is that, core Connections is a great curriculum, but these things are newer than Core connections. have to try to add them in. If you're going to do DOT talks, you're going to do, some of these other things. And Inspiring Connections is both bringing those together and, creating a lesson structure that teachers can follow more easily and to do those things. that accurate?
tony_1_03-02-2023_133031:Yes. Yes, it is. The beauty of it is like I was on the TRC when we, I did two years on number talks and how they impacted my students in seventh and eighth. and now I had to go find all those and create all those, like now it's embedded within the curriculum. When you Open it up, there are number talks and the number talks are threaded very intentionally throughout the course. The dot talks the, which one is unique, like they're, they're placed specifically at certain. Based on the threading we wanted of what the progression was for those activities. So you don't have to go create'em. You don't have to go find'em. You don't have to buy new resources. They're already there.
Track 1:Yeah.
dan_1_03-02-2023_143031:And they have that CPM spin on'em too. They have like the study team teaching strategies are embedded there you're not gonna find that anywhere else. Like this is where it's at.
Track 1:So, so with this new research so you were talking about before you had to search for those things and bring them in. Now they're embedded Did anything stand out to you as they're like a, wow, we hadn't thought of this before, rather than, we're just bringing all the stuff that we've been researching and putting it in. Does that make sense?
dan_1_03-02-2023_143031:I think so I, it's interesting as a writer to be like full-time and be thinking about all the time, there are things happening in classrooms all over the world that are interesting and thinking about what's. useful. What's the best thing to do? How best to do I think we were, we were writing when we realized about like slow reveal graphs, right? I don't think any of us had actually done that, but when we saw it, we were like, oh, that's so powerful. And so we, so we set about trying to include because they're just a really powerful way to make sense of data. Does that answer your question?
Track 1:I, I think so. I, because I was looking for like the, just an aha sort of, wow, this is new. And that's, I think what you just described right there.
dan_1_03-02-2023_143031:I think I've, I, I think a lot of writers, I was kind of an early adopter on the thinking classrooms thing in terms of CPM writers. But I think a lot of writers are more and more impressed the longer we go through it. Because it, just such a powerful frame for how to run a classroom.
tony_1_03-02-2023_133031:No, when, when they've seen it in action too. it was a theory in our minds, and when we see it in action and see it happen in real time, Wow. And, and we've had teachers in our sessions at the conference who see it and act in real time, and now they're convinced they go back and they implement it in their classroom. And, we, we've got texts and emails just in the last few days telling us how impactful it was and they're committed to doing it, and they're seeing how it's changing their classroom
misty_1_03-02-2023_113032:I wanna, bridge off of that. So when you say committed to doing it, tell me what you mean by that. talking about building right? And what, and bringing some of those elements. so let's, so let's, I mean, everyone can go and read the book and I don't wanna just reiterate what's in the book, but what are some of the I don't know that we've just, we haven't just taken BTC and plopped it all
tony_1_03-02-2023_133031:right. No, no. But the one, the one that, I mean, I was probably the least convinced Dan. A hundred percent in, and he convinced me and I've seen it, but so many teachers, visibly random teams daily, and so many teachers, and last year at the conference were like, I don't know. I'm not sold. Like my team needs to get together and learn how to work together and stay together for a while. And the thing we said to them was two weeks, give us two weeks. Go back to your classroom every day for two weeks and then talk to us. There is not one person, I mean, we're talking 25, 30 plus that. I've encouraged to do that. Not one of them wants to go back. They want to do daily random teams every single day. They're convinced a hundred percent of it.
dan_1_03-02-2023_143031:Yeah.
misty_1_03-02-2023_113032:I think that is one of the things that when I first, I remember when I first read it, I was like, I mean, I was like, oh my gosh, that just sounds crazy and that, but the more I read it, the more I understand the reasons behind it, and I have worked with teachers and suggested to them the importance of it being visible. Right. And why it has to be visible and random. Cuz you know, they all the time they're like, here's your random teams. I'm like, no, even, I can there and say, no,
tony_1_03-02-2023_133031:you, you, you.
misty_1_03-02-2023_113032:so that piece of and getting teachers to just do it more often, right? But it's, but those little tiny steps in getting to it, and, and I, I agree that pieces that are benefits, I'm like, oh, that does make sense. You know,
dan_1_03-02-2023_143031:Yeah, a fun one because you get those benefit. The most when you make it happen more often rather than less often. We were talking to Peter at a conference and he was saying like early on, if you can do it twice in a lesson, do it twice in a lesson so that students really do learn you can work with anybody for 15 minutes. It doesn't matter who you're, you're put with, we have faith. You can do you can definitely do You prove to yourself that you can do it several times in the first week and then you're off to the races.
tony_1_03-02-2023_133031:and it helps create equitable classrooms, takes down the status issues. Everybody knows, and, and after a while, students come in, like they're just, they all have to work. They all understand. They're responsible. They don't, know, if you're with somebody for six, eight weeks and that person is really, you know, for lack of a better word, strong, you, you, you defer.
misty_1_03-02-2023_113032:Sure.
tony_1_03-02-2023_133031:Or you've always felt like you, you weren't really good at math. So I'm gonna sit back and I'll just listen and somebody else will do the work. Like when you're random, every day, even within a lesson you've gotta add to your team.
misty_1_03-02-2023_113032:Mm-hmm.
dan_1_03-02-2023_143031:So the, the original question what is it? When we talked about it, and we sort talked about visibly around their teams there, obviously there's 14 practices that he talks about. And we've done a pretty good job embedding All or most of them at least like we've written problems specifically for vertical, non-permanent services, we've built in a, random team generator in our digital platform. We wrote hints and extensions in sort of the right order. In the author's vision, we've given instructions for how to an oral launch of things. Our sample assessments Rubrics designed for feedback instead get a score and throw it in thrash kind of thing. Like, well, we, we thought hard about a, a lot of the details there.
Track 1:Yeah.
Tony:Well, and we've considered, we, we've put in questions to consider and they're kind of those thinking questions to keep the thinking going. So with each problem, we've included some, not just in the av, but right there, I mean, only the teacher sees but it's like, how, how are you going to respond when your students do X, Y, or z? To think about that ahead of time and what questions will you ask? To continue the thinking rather than just answering their question.
dan_1_03-02-2023_143031:Yeah, and took cpm traditional things like our study team strategies, and we said, well, how does houses different in an environment where everyone is standing with a random team?
misty_1_03-02-2023_113032:Mm-hmm.
dan_1_03-02-2023_143031:sort of thought through how that plays out.
Track 1:So, so Tony, you kind of said that it's just the teacher says it, but is it also embedded where students feel it too? Like, do they see that stuff or is it o only suggested teacher notes?
tony_1_03-02-2023_133031:in that case, in what I'm talking about is something that as in real time as you are teaching the class and you notice students doing something, Think about what questions you will ask them that will move them ahead in their thinking. So it's, it's from the teacher to help students. I don't think it's visible, Dan. You can correct me, but I don't think it's visible to the students necessarily.
dan_1_03-02-2023_143031:Yeah, I don't think so. But I was thinking like, Not to talk up the digital platform too much, but like the, the pacing feature in the digital platform will allow you to do things like, I want you guys talking about this question and now I got a couple extra questions and I can sort paste those out to people when they want'em.
tony_1_03-02-2023_133031:Well, and, and I was doing one of the lessons at the conference and I paste it. and part B, they got it from a, I didn't need to even add part B, so then I didn't ever reveal that in the pacing, and I went on to the next problem, and it, it flowed beautifully and it didn't make them just do one more thing because I, the point of the lesson and the hinge question and everything I want to get to was right there.
misty_1_03-02-2023_113032:Yeah. We're gonna we're gonna spend some time talking about the digital platform in a future podcast a lot more,
dan_1_03-02-2023_143031:I, I won't, I won't oversell it I'm talk about it. But it's and they're gonna love When we show it
tony_1_03-02-2023_133031:foreshadow. For
misty_1_03-02-2023_113032:exactly. We're
dan_1_03-02-2023_143031:how say math? Yeah, it's amazing. They're gonna
tony_1_03-02-2023_133031:right? They're, they're gonna have to come back and listen cuz it's awesome.
misty_1_03-02-2023_113032:So what are some of the things that we haven't talked about yet that you think that people should know relative to these instructional strategies?
dan_1_03-02-2023_143031:I, I think one of the things that kind of comes up is the, the nature of the research. It's. It's not like Peter lol thought up this theory of this is how a classroom should be, and then went out and tried to like implement that and see he write up about They, they did a bunch of experiments in classrooms to see what led to more thinking, and this is what came out. And sometimes you can figure out a why, and sometimes you can't. But the why doesn't really matter. you know that game you play with a little baby? My, my niece loves this game where you take her and toss her up in the air a couple inches and you catch her and she's really excited, throws her arms down and goes, eh, you and you play this game. You don't need to know why gravity is gonna bring the baby back down. You just need to know that the baby's gonna come back down to plan for it. you wanna catch the you're not worried it's gonna float off. You don't need to know that. Like quantum gravity and general relativity don't mesh. You don't need to know that. You don't need to worry. The baby's gonna come back. Same thing here. You don't need to know why. Just know that it does. Try it. Tell me I'm wrong. Every time I argued with Peter, by the way, every time I was wrong. Every single time.
tony_1_03-02-2023_133031:Pretty we, we all
dan_1_03-02-2023_143031:all.
tony_1_03-02-2023_133031:No, but I, I think it's really important too that, as we, I mean even like the v nps is it, it really leads to rough draft thinking. So we pushed the idea of getting them. Working on vertical, non-permanent surfaces because they do rough draft thinking. They write, they erase, they try again. know, And it's so much more impactful. And I think, Dan, you've got some research on that that shows the amount of time and how much they work, how much time to get started, how much work they do, how long they spend at the problem, when they're at that v nps, and not just sitting.
dan_1_03-02-2023_143031:Yeah, so we didn't talk about that, but maybe we should it turns out like where students work matters, you know? That's true because every time you're in a classroom and you let a kid get up and write their answer on the board, they get really excited and all the kids want to do it. Suddenly they wanna work. Same thing's True. When you just make them do the problem on the whiteboard. So they, they love it. When will it all goes into classrooms and he is got this beautiful table in his, in his He's got this beautiful table When students aren't vertical surfaces, you can see in this column aren't vertical surfaces like a poster board or a whiteboard on the wall. They're more eager to start. Their time to task is lower. They discuss for a lot longer. and more students are involved in that conversation. And then if you make that surface erasable, they start writing sooner, they try more approaches and they keep trying for like twice as long. So put'em together, vertical and erasable, you're off like it's crazy. So it's, it's that
misty_1_03-02-2023_113032:I remember too from that table that there's also a big difference. You can take vertical, non-permanent surface and you make it horizontal and it still is much like, takes much longer for them to put something on it and they don't spend as much time. It's very interesting how just changing its orientation even. Because I of have those little small whiteboards and things like that that they have on the tables, which does help. I mean, kids will write more on that than they will on paper, putting it on the making it vertical also adds to that.
dan_1_03-02-2023_143031:Yeah. I think that was a big kind of a, that wasn't as much of a revelation for me because I Peter talking to me before, but when I brought that to the writing team, like Tony and I went around on that one several times. He was this close. But never got all the way to doing vertical, non-permanent services and has been kicking himself ever since. imagine have done if you just got him standing.
tony_1_03-02-2023_133031:know I had table, I had tabletops that were whiteboard tabletops, not just a little whiteboards, but a full table and a team of four, and they would ride all over it in a race and try all kinds of stuff. But I never thought to. Tip that up and make them stand why they did it.
misty_1_03-02-2023_113032:All right. Last thoughts. What are your last thoughts on this?
dan_1_03-02-2023_143031:Do we have last thoughts? I think everybody should read building thinking classrooms because like I said, every, like you hear Peter talk and you like go to a session or you hear him online or whatever, and you kind of get the spiel. And the spiel is basically take anything that you've been doing that you don't think is working and flip it on its head. Try that. It's a good spiel. But when you go to try you'll try it like me and you. Probably make some mistakes that are kind of predictable. And in the book he's got those, like, why you do this and here's the research behind it. And then he is got just gems q and a sections. And like I said, it's it's like he was in my room, like every time it's like, oh, I tried that and that did not work. Like with the visibly random cubes, like, oh, I can do like a card from the top and a card from the bottom to keep a couple kids separate. Then they catch onto that. Right? They know.
misty_1_03-02-2023_113032:Mm-hmm
dan_1_03-02-2023_143031:I'm just sending a message that I don't believe they can work together. I don't believe you're capable. That's not a message I wanna send. So make it truly visibly random. Don't try to trick but it's the q and a is just full of great stuff in every chapter. Also, there's some fun math problems in there.
misty_1_03-02-2023_113032:There
dan_1_03-02-2023_143031:So if you're nerd like me, you'll
misty_1_03-02-2023_113032:Tony
tony_1_03-02-2023_133031:well in, in this case routines for reasoning by K manic and Lunta. I mean, I just, I find that one great because well-structured routines and, and within the building pinking classrooms, you can still have well-structured routines that, support that and work for there.
dan_1_03-02-2023_143031:Yeah, and that book does a good job of like laying out there's like three real paths that you can take on any given problem that line up with different mathematical practices. But the minute you start trying to dictate what mathematical practice a student does, you've kind of locked them in. But it does a really good job you can have a routine that focuses on this kind of thing or this kind of thing, and then you can compare, which is super great. They also have a website if you want, like the super fast version of things, but it's fostering math practices. But the book is, it's like building, taking classrooms. It's just full of gems of knowledge.
misty_1_03-02-2023_113032:thank you very much for coming on the podcast and filling our brains with so many interesting instructional stuff both, in inspiring connections and that teachers could use for core connections if still using that as well. So it's a lot of good and gonna be hearing a lot more about inspiring connections over the next few podcasts. We still got a couple more conversations to have to find out about some of the other elements of the program, so we really appreciate that.
Track 1:Yeah, thanks for joining us.
dan_1_03-02-2023_143031:I hope some of it is useful.
misty_1_03-02-2023_113032:sure some of it will be useful
So that's a wrap for this episode of The More Math For More People podcast, for more information and to stay connected. You can find CPM on both Twitter and Facebook. The music for the podcast was created by Julius h and can be found on pxa bay.com. Join us for the next episode of More Math for More People. What day will that be, Joel? It'll be March 21st, slither and Bride Day. I, I've always thought myself more of a Gryffindor and I can't tell that's just because I really like Harry Potter and relate to that character, or maybe the Wesleys, but I've, I have always thought of myself as a Gryffindor, so I'm really excited to dive into. Lither in Pride and really investigate and talk about that house. I, I don't also dunno much about the Raven Claw or the Hufflepuffs. Draco was a, slither, was a slither. Interesting to dive into those characters. Show Slither House Forward, see March as pride for the house.