#ECOO 2013 Minds on Media – The sum of parts: Constructing and capturing conceptual understanding in Mathematics MaryKay Goindi @MKGoindi

terrific notes from this session:

Starting this afternoon’s workshop with math.  First, some good wikis that can assist teachers preparing to EQAO grades 3 and 6



What teachers need to do:

  • make mistakes, but try and be reflective
  • look for what you need when you need it
  • teach through problem-solving all the time – this is the place to start.  Students always work in partners, try to make the partnerships ‘risk-taking pairs’ every student will talk within the first five minutes of class

The structure of MaryKay’s math lesson

give students 15 minutes to work on the problem then their work is posted.  While they are working, the teacher is moving around taking pictures.  If a student asks a question, the teacher asks another question based on the monograph Asking Effective Questions.  These pictures are taken with the iPhone or Educreations.  MaryKay can also annotate the picture and record the student’s reasoning.

Consolidation – share (what is the same , what is different in the students’ work) 10 minutes, highlight – anchor charts constructed based on the good work that they have done.

Last part independant practice – a similar problem

pictures go into Evernote @student name goes directly to their folder.  Also take pictures of the anchor charts to the teacher’s folder.

Use educreations (app  iPad only)

allows teacher to record the student work, showing their work, justifying their work (audio function)

the file can then be sent to evernote or the student or the parent

in evernote – make a notebook for every child, take a picture, start typing evernote in the To box – the picture will go to evernote in he subject line put the name of the notebook – every child has a notebook ie. @stacey

make a notebook for each child - makes learning visible
make a notebook for each child – makes learning visible


and finally…her are MaryKay’s notes and links



The Sum of the Parts
Constructing and Capturing Conceptual Understanding in Mathematics

How do I create a situation in which Grade 2 students can tinker and begin to construct an understanding of addition with regrouping?

How do I help a Grade 6 student determine, through investigation using a variety of tools and strategies, the relationship between the area of a rectangle and the area of parallelograms and triangles?

How do I allow Grade 8 students to determine, for themselves, the relationships among area, perimeter, corresponding side lengths and corresponding angles of similar shapes?

How the heck can I use Cuisenaire Rods in my classroom?

When students use physical objects/math manipulatives to construct and articulate an understanding of a math concept, how can I capture this information so that I can access it long after the manipulatives are put away?

Where does the use of technology by students and/or by teachers align with effective math pedagogy?

If you have questions like this or if you have some of the answers, please come join this conversation. Explore a collection of tools — physical manipulatives and apps — that are considerably more than physical algorithms or digitized worksheets and that align
with the pedagogy called for in Ontario’s math curricula — teaching/learning math through problem solving. Come and work your way through some challenges I will bring…or bring some challenges of your own! Stay for a little while and pick up a problem solving task you can use in your classroom on Monday. Stay for a little while longer and co-plan a unit in which students will construct their understanding of a new math concept.

As well, if you’re interested, simultaneously investigate how you can use technology to make students’ (math) thinking visible. This pedagogical documentation can prove to be so helpful when it comes time for student review, parent communication and assessment/evaluation. I have experience using AudioBoo, Fotobabble, VoiceThread, and various screencasting apps (ShowMe, EduCreations & Explain Everything) to capture student thinking and Evernote to organize and save these captures. I’m happy to share what I’ve learned and I’m hoping you might have something new to share with me.

I’m looking forward to the experience!




One thought on “#ECOO 2013 Minds on Media – The sum of parts: Constructing and capturing conceptual understanding in Mathematics MaryKay Goindi @MKGoindi

  1. Pingback: Lucy West – Focusing on Student Thinking | Tech talk

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