instructional runway

Teachers model off their real-world approaches to teaching math

Math teachers Amy Hogan, of Brooklyn Technical High School, and Ellie Terry, of the High School of Telecommunication Arts and Technology, present an election modeling project their students worked on last fall.

How much voting power does a New Yorker really wield? How can statistics presented by the media manipulate readers? How do you raise sweatshop wages without sacrificing profit?

These are a few of the questions that math teachers in New York City are asking their students as they try to bring complex and abstract concepts to life. To answer them, students must supplement the equations and formulas found in textbooks by grappling with real-world applications.

The lessons cover a mathematical practice known as modeling that has been around for decades but is now getting a closer look in schools around the city as teachers try to align their math lessons to Common Core standards that require real-world applicability.

Using modeling to present lessons is one of two instructional focuses that the Department of Education has laid out this year for math teachers.

“It’s the practice of solving real-world problems,” said Brooklyn Technical High School’s Patrick Honner, a teacher at Brooklyn Technical High School who in December won a $10,000 award for an innovative math lesson he developed.

In the prize-winning lesson, Honner had students design hats out of paper materials. At the beginning of the unit, Honner’s students measured the dimensions of one half of a sphere, then had to create hats that contained the exact same area. At the end of class, the students presented their hats in a fashion show.

Honner was one of several teachers who showed off their modeling lessons to colleagues late last year in 10-minute TED talk–style presentations at the headquarters of Math for America, an organization that offers fellowships to math teachers. The group is preparing to open the fellowships up to science teachers as well and has even caught the attention of Gov. Andrew Cuomo, who wants to replicate its stipend model to reward top-performing teachers.

While the city is encouraging math teachers to tackle modeling, in some ways the practice is at odds with the way that the city and state assess students. In a presentation called “g=4, and Other Lies the Test Told Me,” Honner showed slides of test questions that showed what he said were flawed approaches to solving math problems.

Elisabeth Jaffe of Baruch College Campus High School turned to an unusual source for a two-and-a-half-week algebra unit: newspapers.

“I felt like our students are not aware enough of current events,” said Jaffe, one of 97 teachers from around the country to win the prestigious Presidential Award for Excellence in Mathematics and Science Teaching in 2012. “You’ll ask them, ‘Who’s the vice president?’ and they won’t know, which is sad and depressing.”

Jaffe said she asked herself, “How can I relate it back to math in a really clear way?”

Jaffe created a website and assigned her students to read articles in the New York Times, focusing on the economics stories that packed many numbers into the stories. Then they had to compare them with the raw data to determine if the stories fairly represented the statistics. On the website, students wrote their critiques.

In another presentation, Amy Hogan, from Brooklyn Tech, and Ellie Terry, from High School of Telecommunication Arts and Technology, shared a unit they had recently wrapped up in time for the 2012 presidential election. The students studied the country’s electoral college and examined and mapped on a graph how many votes each state received compared with its total population. They found that California, Texas, and New York had many electoral votes but had less power per voter compared to the voters who contribute to Wyoming’s four electoral votes.

“There was a lot of Nate Silver adoration,” said Hogan, referring to the statistician whose model accurately predicted the election results.

While many of the teachers taught in selective high schools, Mohammed Aminyar, a teacher at East Side Community High School, which has more students eligible free and reduced lunch, said modeling worked in his classroom as well. He said his students responded to data that addressed social issues and inequities. His class has looked at the housing market in post-Katrina New Orleans, Iraq War casualties, and prices of MTA subway cards.

One project assigned students to look at the earning sheets of a fictitious shoe company that used sweatshop labor in South America and asked them to come up with a way to raise the workers’ wages without giving up too much profit.

“When it comes to justice, the students are really kind of, like, up in arms about what’s fair and what’s not fair,” said Aminyar.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at cbauman@chalkbeat.org.

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”