Featured Article
Don't force a false choice between algebra and data science link
by JI Y. SON AND JAMES W. STIGLER
There is a huge discussion being had about "Gateway Calculus" for college degrees and career choices. Data Science and Statistics are courses being considered as alternatives to calculus. This article touches on parts of the discussions being held nation wide.
Pi Day Activities
Are you interested in incorporating Pi Day activities but need a place to start? Check out these fun activities below!!
Open for Entries January 6 - April 28, 2023
Find details here.
Stem Action Center Grant
- The Math Innovation Grant is Open!
For more information, visit https://stem.utah.gov/educators/funding/math-innovation-grant/
- The Americorps Math Mentors program is accepting new sites for fall of 2023.
For more information, visit https://stem.utah.gov/ammp/ or reach out directly to Emmett Speed - espeed@utah.gov
- The K-12 Math Personalized Learning Software Grant is Open! We are applying for this grant as a district for Derivita. If you are interested and have not already contacted your department chair please do so today. They need to let the district know how many student licenses are needed for your school by March 10th. dawn.bason@jordandistrict.org
This free, one-and-a-half-day conference will feature engaging keynote speakers, thought-provoking panel discussions, and expert lead sessions on best inclusive practices, along with tools and resources for implementation.
Meaningful inclusion requires intentional collaboration across the education system, and we invite you to learn more about tools and skills needed to provide such an environment. This conference will provide you with the tools and skills needed to provide that environment. We encourage school administrators, general and special education teachers, instructional coaches, paraeducators, related services providers, educator preparation program staff, and student teachers to attend. USBE Re-Licensure points will be available.
Click here to register. Flyer with details here.
To make this conference accessible to as many educators as possible, we will be hosting this conference at a variety of locations throughout the state. All locations will feature the same content, but they will feature different keynote speakers. Please join us on:
June 7-8 Mountain America Exposition Center, Sandy
June 15-16 Utah Valley Convention Center, Provo
June 20-21 Richfield High School, Richfield
June 26-27 Davis Conference Center, Layton
June 29-30 Southern Utah University, Cedar City
The K-12 Mathematics Book Studies continue to be a popular opportunity, there is a wait list for Building Thinking Classrooms and Productive Math Struggle, but all other books are available at no cost! Reflect as you read in a Canvas course associated with your book title and earn 1.0 USBE Credit Hours upon completion of a final project. More information and registration can be found here: https://forms.gle/e78Y8L973aTNBGsK9
***If your school is interested in doing a Building Thinking Classrooms book study we can run an in person book study and get the 1.0 USBE credit. Just let me know and I can get it set up for you! dawn.barson@jordandistrict.org
Options include: Virtual Synchronous, Standford University, Grassroots Mini and Full Length.
Click link here for details.
NCTM Presidents Message
“When am I ever going to use this?” All of us have likely heard those dreaded words in the mathematics classroom. When I hear this question, it causes me to pause and reflect on the purpose of learning for the concept we are currently working on. It reminds me that I have to continually work hard to help students see the relevance of what they are learning. I find my students ask this question more frequently when I haven’t provided any context—either real-life or mathematical—or if I have taught it as a rote procedure to memorize. However, when I embed the concept into a real-life situation or mathematical context and have the students begin to make sense of and reason through the problem, they do not question the relevance as often.
Students must see a purpose for learning mathematics; one of which is understanding and critiquing our world. They need to see that mathematics was developed by real people to address and solve real issues. Quite honestly, this goes past needing this—they deserve this! Students deserve to see how mathematics is used to address actual issues and solve real problems. Mathematics is not a stagnant set of rules and procedures to memorize but rather a tool to explore, understand, and respond to challenges.
