window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"mindshift_51563": {
"type": "attachments",
"id": "mindshift_51563",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "51563",
"found": true
},
"parent": 51458,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-520x344.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 344
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-160x106.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 106
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-960x636.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 636
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-375x248.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 248
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-e1530509850830.jpg",
"width": 1920,
"height": 1271
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-1020x675.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 675
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-1180x781.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 781
},
"complete_open_graph": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-1200x795.jpg",
"width": 1200,
"mimeType": "image/jpeg",
"height": 795
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-800x530.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 530
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-1920x1271.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1271
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-1180x781.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 781
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-1920x1271.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1271
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-768x509.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 509
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/06/8415026630_5397d1331a_k-240x159.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 159
}
},
"publishDate": 1530509833,
"modified": 1530509953,
"caption": "\n\u003ca>Kite Festival \u003c/a>in Mumbai",
"description": null,
"title": "8415026630_5397d1331a_k",
"credit": "\u003ca href=\"https://www.flickr.com/photos/bmwguggenheimlab/8415026630/in/album-72157632610991618/\">Flickr/BMW Guggenheim Lab\u003c/a>",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_50808": {
"type": "attachments",
"id": "mindshift_50808",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "50808",
"found": true
},
"parent": 50540,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-520x416.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 416
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-160x128.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 128
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-960x768.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 768
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-375x300.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 300
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489.jpg",
"width": 1936,
"height": 1549
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-1020x816.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 816
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-1180x944.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 944
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-800x640.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 640
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-1920x1536.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1536
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-1180x944.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 944
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-1920x1536.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1536
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-768x614.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 614
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/iStock-147764489-240x192.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 192
}
},
"publishDate": 1521491585,
"modified": 1521491605,
"caption": null,
"description": null,
"title": "Birds sharing and tweeting / Social media dialog",
"credit": "iStock/CurvaBezier",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_50785": {
"type": "attachments",
"id": "mindshift_50785",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "50785",
"found": true
},
"parent": 50640,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-520x398.png",
"width": 520,
"mimeType": "image/png",
"height": 398
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-1038x576.png",
"width": 1038,
"mimeType": "image/png",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-160x122.png",
"width": 160,
"mimeType": "image/png",
"height": 122
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-960x734.png",
"width": 960,
"mimeType": "image/png",
"height": 734
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-672x372.png",
"width": 672,
"mimeType": "image/png",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-375x287.png",
"width": 375,
"mimeType": "image/png",
"height": 287
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1.png",
"width": 1920,
"height": 1468
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-1020x780.png",
"width": 1020,
"mimeType": "image/png",
"height": 780
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-1180x902.png",
"width": 1180,
"mimeType": "image/png",
"height": 902
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-50x50.png",
"width": 50,
"mimeType": "image/png",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-800x612.png",
"width": 800,
"mimeType": "image/png",
"height": 612
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-1920x1468.png",
"width": 1920,
"mimeType": "image/png",
"height": 1468
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-1180x902.png",
"width": 1180,
"mimeType": "image/png",
"height": 902
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-1920x1468.png",
"width": 1920,
"mimeType": "image/png",
"height": 1468
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-150x150.png",
"width": 150,
"mimeType": "image/png",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-768x587.png",
"width": 768,
"mimeType": "image/png",
"height": 587
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/03/Curious-1-240x184.png",
"width": 240,
"mimeType": "image/png",
"height": 184
}
},
"publishDate": 1521059559,
"modified": 1521059622,
"caption": null,
"description": null,
"title": "Curious",
"credit": "Courtesy of Joel Bezaire",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_50614": {
"type": "attachments",
"id": "mindshift_50614",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "50614",
"found": true
},
"parent": 50593,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-520x354.png",
"width": 520,
"mimeType": "image/png",
"height": 354
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-1038x576.png",
"width": 1038,
"mimeType": "image/png",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-160x109.png",
"width": 160,
"mimeType": "image/png",
"height": 109
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-960x654.png",
"width": 960,
"mimeType": "image/png",
"height": 654
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-672x372.png",
"width": 672,
"mimeType": "image/png",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-375x255.png",
"width": 375,
"mimeType": "image/png",
"height": 255
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-e1519331947424.png",
"width": 1920,
"height": 1308
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-1020x695.png",
"width": 1020,
"mimeType": "image/png",
"height": 695
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-1180x804.png",
"width": 1180,
"mimeType": "image/png",
"height": 804
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-50x50.png",
"width": 50,
"mimeType": "image/png",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-800x545.png",
"width": 800,
"mimeType": "image/png",
"height": 545
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-1920x1308.png",
"width": 1920,
"mimeType": "image/png",
"height": 1308
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-1180x804.png",
"width": 1180,
"mimeType": "image/png",
"height": 804
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-1920x1308.png",
"width": 1920,
"mimeType": "image/png",
"height": 1308
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-150x150.png",
"width": 150,
"mimeType": "image/png",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-768x523.png",
"width": 768,
"mimeType": "image/png",
"height": 523
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2018/02/Mathical-books-240x163.png",
"width": 240,
"mimeType": "image/png",
"height": 163
}
},
"publishDate": 1519331896,
"modified": 1519331896,
"caption": null,
"description": null,
"title": "Mathical-books",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_49163": {
"type": "attachments",
"id": "mindshift_49163",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "49163",
"found": true
},
"parent": 49042,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-520x347.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 347
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-160x107.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 107
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-960x640.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 640
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-375x250.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 250
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-e1504632843643.jpg",
"width": 1920,
"height": 1281
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-1020x680.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 680
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-1180x787.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 787
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-800x534.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 534
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-1920x1281.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1281
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-1180x787.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 787
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-1920x1281.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1281
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/09/iStock-178405016-240x160.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 160
}
},
"publishDate": 1504632679,
"modified": 1504632769,
"caption": null,
"description": null,
"title": "Computer knowledge",
"credit": "iStock/shironosov",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_48891": {
"type": "attachments",
"id": "mindshift_48891",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "48891",
"found": true
},
"parent": 48021,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-520x347.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 347
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-160x107.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 107
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-960x640.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 640
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-375x250.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 250
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-e1501702086338.jpg",
"width": 1920,
"height": 1281
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-1020x680.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 680
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-1180x787.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 787
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-800x534.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 534
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-1920x1281.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1281
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-1180x787.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 787
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-1920x1281.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1281
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-536079487-240x160.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 160
}
},
"publishDate": 1501702036,
"modified": 1501702079,
"caption": null,
"description": null,
"title": null,
"credit": "iStock/XiXinXing",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_48859": {
"type": "attachments",
"id": "mindshift_48859",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "48859",
"found": true
},
"parent": 48856,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-520x334.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 334
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-160x103.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 103
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-960x616.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 616
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-375x241.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 241
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-e1501591761792.jpg",
"width": 1920,
"height": 1232
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-1020x654.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 654
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-1180x757.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 757
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-800x513.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 513
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-1920x1232.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1232
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-1180x757.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 757
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-1920x1232.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1232
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-768x493.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 493
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-122961236-240x154.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 154
}
},
"publishDate": 1501591720,
"modified": 1501591771,
"caption": null,
"description": null,
"title": null,
"credit": "iStock/jojof",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_48741": {
"type": "attachments",
"id": "mindshift_48741",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "48741",
"found": true
},
"parent": 48740,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-520x390.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 390
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-160x120.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 120
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-960x720.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 720
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-375x281.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 281
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-e1500554924429.jpg",
"width": 1920,
"height": 1440
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-1020x765.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 765
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-1180x885.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 885
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-800x600.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 600
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-1920x1440.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1440
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-1180x885.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 885
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-1920x1440.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1440
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-768x576.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 576
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/online-classes-confusion-ecbc13d8ce2e8f27daa9342d458ce2f1ed73fa86-240x180.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 180
}
},
"publishDate": 1500554894,
"modified": 1500554918,
"caption": null,
"description": "Math confusion",
"title": "Math confusion",
"credit": "LA Johnson/NPR",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_47918": {
"type": "attachments",
"id": "mindshift_47918",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "47918",
"found": true
},
"parent": 47907,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/04/cubeoid2-520x290.png",
"width": 520,
"mimeType": "image/png",
"height": 290
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/04/cubeoid2-160x89.png",
"width": 160,
"mimeType": "image/png",
"height": 89
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/04/cubeoid2-672x372.png",
"width": 672,
"mimeType": "image/png",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/04/cubeoid2-375x209.png",
"width": 375,
"mimeType": "image/png",
"height": 209
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/04/cubeoid2.png",
"width": 951,
"height": 530
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/04/cubeoid2-50x50.png",
"width": 50,
"mimeType": "image/png",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/04/cubeoid2-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/04/cubeoid2-800x446.png",
"width": 800,
"mimeType": "image/png",
"height": 446
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/04/cubeoid2-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/04/cubeoid2-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/04/cubeoid2-150x150.png",
"width": 150,
"mimeType": "image/png",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/04/cubeoid2-768x428.png",
"width": 768,
"mimeType": "image/png",
"height": 428
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/04/cubeoid2-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/04/cubeoid2-240x134.png",
"width": 240,
"mimeType": "image/png",
"height": 134
}
},
"publishDate": 1491343648,
"modified": 1491394944,
"caption": "Students at the YouCubed Summer Camp work together to make geometric shapes out of string.",
"description": null,
"title": "cubeoid2",
"credit": "\u003ca href=\"https://www.youcubed.org/solving-math-problem/\">YouCubed\u003c/a>",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_47862": {
"type": "attachments",
"id": "mindshift_47862",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "47862",
"found": true
},
"parent": 47820,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/same-different-jh-520x288.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 288
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/same-different-jh-160x89.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 89
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/same-different-jh-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/same-different-jh-375x208.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 208
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/same-different-jh.jpg",
"width": 730,
"height": 405
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/same-different-jh-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/same-different-jh-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/same-different-jh-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/same-different-jh-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/same-different-jh-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/same-different-jh-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/same-different-jh-240x133.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 133
}
},
"publishDate": 1490668883,
"modified": 1490668883,
"caption": null,
"description": null,
"title": "same-different-jh",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_47470": {
"type": "attachments",
"id": "mindshift_47470",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "47470",
"found": true
},
"parent": 47462,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/02/instrument-riddle-520x274.png",
"width": 520,
"mimeType": "image/png",
"height": 274
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/02/instrument-riddle-160x84.png",
"width": 160,
"mimeType": "image/png",
"height": 84
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/02/instrument-riddle-672x372.png",
"width": 672,
"mimeType": "image/png",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/02/instrument-riddle-375x198.png",
"width": 375,
"mimeType": "image/png",
"height": 198
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/02/instrument-riddle.png",
"width": 799,
"height": 421
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/02/instrument-riddle-50x50.png",
"width": 50,
"mimeType": "image/png",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/02/instrument-riddle-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/02/instrument-riddle-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/02/instrument-riddle-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/02/instrument-riddle-150x150.png",
"width": 150,
"mimeType": "image/png",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/02/instrument-riddle-768x405.png",
"width": 768,
"mimeType": "image/png",
"height": 405
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/02/instrument-riddle-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/02/instrument-riddle-240x126.png",
"width": 240,
"mimeType": "image/png",
"height": 126
}
},
"publishDate": 1486064028,
"modified": 1486064086,
"caption": null,
"description": null,
"title": "instrument riddle",
"credit": "Artrake Studio/\u003ca href=\"http://ed.ted.com/lessons/can-you-solve-the-prisoner-boxes-riddle-yossi-elran\">TED-Ed\u003c/a>",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_47486": {
"type": "attachments",
"id": "mindshift_47486",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "47486",
"found": true
},
"parent": 47385,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-520x390.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 390
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-160x120.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 120
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-960x720.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 720
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-375x281.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 281
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-e1486366358212.jpg",
"width": 1920,
"height": 1440
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-1020x765.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 765
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-1180x885.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 885
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-800x600.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 600
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-1920x1440.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1440
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-1180x885.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 885
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-1920x1440.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1440
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-768x576.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 576
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/01/271992932_ee770aec41_o-240x180.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 180
}
},
"publishDate": 1486366339,
"modified": 1486366373,
"caption": null,
"description": null,
"title": "Math",
"credit": "\u003ca href=\"https://www.flickr.com/photos/jantik/271992932/in/photolist-q332j-68nApf-6s4Nyv-6e9a8o-6LfqNi-8ML8Wg-6fVTSd-aJAMLe-6sXjqe-6AVTrw-8LKzan-6tR1as-6zXhpP-6y9nnq-q71UTj-7not8e-ntroQy-ddDtXi-fsUhAv-ntp41t-o2yRin-nrmFbU-8YKmez-nbUM2j-dbS3K4-b9NF3H-6PvyeT-8N2xDo-6ohCwy-9Ejn4M-79n5de-nuiaTX-ntp2hi-nbUuCZ-nbUuW4-ntp3nK-6pCfLj-6pSbvJ-ntp1TH-5pY9b-6DtzKE-6h2BaE-6qfD7B-5jzUzQ-8MPazf-7FXkHA-78Sgrr-7FSoMa-7FTDa6-7FREWj\">Flickr/Jan Tik\u003c/a>",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"byline_mindshift_50540": {
"type": "authors",
"id": "byline_mindshift_50540",
"meta": {
"override": true
},
"slug": "byline_mindshift_50540",
"name": "\u003ca href=\"https://twitter.com/kristenlepore\">Kristen Rae Lepore\u003c/a>",
"isLoading": false
},
"byline_mindshift_48856": {
"type": "authors",
"id": "byline_mindshift_48856",
"meta": {
"override": true
},
"slug": "byline_mindshift_48856",
"name": "Julie Depenbrock",
"isLoading": false
},
"byline_mindshift_48740": {
"type": "authors",
"id": "byline_mindshift_48740",
"meta": {
"override": true
},
"slug": "byline_mindshift_48740",
"name": "Kayla Lattimore and Julie Depenbrock",
"isLoading": false
},
"katrinaschwartz": {
"type": "authors",
"id": "234",
"meta": {
"index": "authors_1716337520",
"id": "234",
"found": true
},
"name": "Katrina Schwartz",
"firstName": "Katrina",
"lastName": "Schwartz",
"slug": "katrinaschwartz",
"email": "kschwartz@kqed.org",
"display_author_email": false,
"staff_mastheads": [
"news"
],
"title": "Producer",
"bio": "Katrina Schwartz is a journalist based in San Francisco. She's worked at KPCC public radio in LA and has reported on air and online for KQED since 2010. She covered how teaching and learning is changing for MindShift between 2012 and 2020. She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.",
"avatar": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twitter": "kschwart",
"bluesky": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "news",
"roles": [
"editor"
]
},
{
"site": "mindshift",
"roles": [
"administrator"
]
},
{
"site": "stateofhealth",
"roles": [
"author"
]
},
{
"site": "science",
"roles": [
"editor"
]
}
],
"headData": {
"title": "Katrina Schwartz | KQED",
"description": "Producer",
"ogImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/katrinaschwartz"
},
"lindaflan": {
"type": "authors",
"id": "4613",
"meta": {
"index": "authors_1716337520",
"id": "4613",
"found": true
},
"name": "Linda Flanagan",
"firstName": "Linda",
"lastName": "Flanagan",
"slug": "lindaflan",
"email": "lindaflan@comcast.net",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Linda Flanagan is a freelance writer, researcher, and editor. Her work has appeared in The Atlantic, The Wall St. Journal, Newsweek, Running Times, and Mind/Shift, and she blogs regularly for the Huffington Post. Linda writes about education, culture, athletics, youth sports, mental health, politics, college admissions, and other curiosities. She also reviews books and conducts interviews.",
"avatar": "https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g",
"twitter": "LindaFlanagan2",
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"contributor"
]
}
],
"headData": {
"title": "Linda Flanagan | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/lindaflan"
},
"kdnewhouse": {
"type": "authors",
"id": "11487",
"meta": {
"index": "authors_1716337520",
"id": "11487",
"found": true
},
"name": "Kara Newhouse",
"firstName": "Kara",
"lastName": "Newhouse",
"slug": "kdnewhouse",
"email": "knewhouse@kqed.org",
"display_author_email": false,
"staff_mastheads": [],
"title": "MindShift Editor",
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/3dceed6fb271527113abfa9a8e9df34e?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "",
"roles": [
"editor"
]
},
{
"site": "mindshift",
"roles": []
}
],
"headData": {
"title": "Kara Newhouse | KQED",
"description": "MindShift Editor",
"ogImgSrc": "https://secure.gravatar.com/avatar/3dceed6fb271527113abfa9a8e9df34e?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/3dceed6fb271527113abfa9a8e9df34e?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/kdnewhouse"
}
},
"pagesReducer": {
"mindshift_tag_math": {
"type": "terms",
"id": "mindshift_392",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "392",
"score": 8.791965
},
"featImg": null,
"name": "math",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "math Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 393,
"slug": "math",
"isLoading": false,
"title": "math",
"pageMeta": {
"site": "mindshift",
"WpPageTemplate": "page-topic-editorial",
"currentPage": 6
},
"blocks": [
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardArticle2",
"query": "posts/mindshift?tag=math",
"seeMore": false,
"paginated": true,
"page": 6
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"mindshift_51458": {
"type": "posts",
"id": "mindshift_51458",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "51458",
"score": null,
"sort": [
1530509995000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1530509995,
"format": "standard",
"disqusTitle": "8 Fun Ways To Keep Math Learning Alive Through the Summer",
"title": "8 Fun Ways To Keep Math Learning Alive Through the Summer",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Summer is a time for play and rest, family time and adventures. But there’s \u003ca href=\"https://www.ewa.org/sites/main/files/file-attachments/summer_learning_gap-2.pdf\" target=\"_blank\" rel=\"noopener\">compelling research\u003c/a> to show that kids forget a lot of what they learned during the school year if they don’t have opportunities to continue reading, using their mathematical thinking skills and exploring the world around them.\u003c/p>\n\u003cp>It’s also been well-documented that the gaps between kids from high and low socioeconomic statuses \u003ca href=\"http://hechingerreport.org/money-makes-the-difference-for-kindergarteners-in-the-summer/\" target=\"_blank\" rel=\"noopener\">grow over the summer\u003c/a>. Affluent kids often have access to enriching experiences like travel, summer camp and visits to museums. Summer may be one of the \u003ca href=\"http://content.time.com/time/magazine/article/0,9171,2005863,00.html\" target=\"_blank\" rel=\"noopener\">most unequal times of the year\u003c/a>, and that makes it hard on teachers in the fall. But there are plenty of low-cost ways to keep kids learning through the summer without sitting them down to do worksheets or drilling them on a math app.\u003c/p>\n\u003cp>Valorie Salimpoor is a trained neuroscientist who consults for the educational gaming company \u003ca href=\"https://cignition.com/\" target=\"_blank\" rel=\"noopener\">Cignition\u003c/a> and has insight into helping kids who struggle with \u003ca href=\"https://www.kqed.org/mindshift/46865/what-neuroscience-can-tell-us-about-making-fractions-stick\">fractions\u003c/a>. She also has two young kids of her own. She has been using her knowledge of the learning brain and her fascination with brain development to infuse her kids’ play time with math that’s fun and that sticks. Based on what she has seen work with her own kids, she's pulled out some basic principles of fun activities parents can do with kids of many ages after school, on weekends, and during the summer.\u003c/p>\n\u003cp>“We know from a lot of research that there is a summer loss, and it seems to be more significant for math than it is for reading,” Salimpoor said. She thinks that could be because many adults are \u003ca href=\"https://www.kqed.org/mindshift/32223/why-kids-take-on-adults-math-anxiety\" target=\"_blank\" rel=\"noopener\">math anxious\u003c/a> themselves, so when they imagine math activities for their kids they think about counting activities or doing math facts, while they enjoy reading to their children. Those activities are boring and don’t leverage what scientists have discovered about “sticky” learning.\u003c/p>\n\u003cp>Salimpoor has found good results utilizing eight traits of the learning brain to her advantage.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>1. Engage intrinsic motivation\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/40556/could-autonomy-mastery-and-purpose-be-the-keys-to-motivating-students\" target=\"_blank\" rel=\"noopener\">Intrinsic motivation\u003c/a> is a powerful force for learning. People are most often intrinsically motivated when they have control over what they’re learning and have a sense of competence while engaging in the learning. The activity isn’t too hard or too easy; it’s just the right amount of challenging to keep the mind engaged.\u003c/p>\n\u003cp>“If you do a task when you have intrinsic motivation it significantly increases your performance and what you learn,” Salimpoor said. Because the activity itself is highly engaging to the learner, he pays more attention and the brain records the information better. “Any time there is more dopamine flowing in your reward systems, you are much more likely to consolidate the information better,” Salimpoor said.\u003c/p>\n\u003cp>She has found the easiest way to recreate that sense of “flow” with her children is to infuse math into activities they already love. For examples, her son loves Legos, so in addition to letting him build whatever he wants, she sometimes encourages him to make blueprints of what he’s planning to build. She asks him to predict how many blocks he’ll need and to think about scale, perimeter and area. She’s essentially infusing \u003ca href=\"https://www.kqed.org/mindshift/47301/five-compelling-reasons-to-teach-spatial-reasoning-to-young-children\" target=\"_blank\" rel=\"noopener\">spatial awareness\u003c/a> into an activity he’s already excited to do.\u003c/p>\n\u003cp>“This only works for people who are big fans of Lego. That’s sort of the whole point of this,” Salimpoor said.\u003c/p>\n\u003cp>Another example might work for kids who are passionate about Minecraft. With just a few small tweaks like planning what to build ahead of time, playing \u003ca href=\"https://www.kqed.org/mindshift/41988/for-the-hesitant-teacher-leveraging-the-power-of-minecraft\" target=\"_blank\" rel=\"noopener\">Minecraft can be mathematical\u003c/a>. And Salimpoor said practicing a little math every day is all it takes to keep skills sharp.\u003c/p>\n\u003cp>\u003cstrong>2. Engage emotional arousal\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">Emotion is an incredibly powerful part of learning\u003c/a> that can easily get overlooked. “We can do a boring task over and over and not remember it, but you can experience an emotional moment once and remember it forever,” Salimpoor said. Emotion centers are tightly tied to memory centers, so when possible try to build emotion into summer activities.\u003c/p>\n\u003cp>It can be relatively simple to do. Even a project like building a kite together involves some climactic moments of heightened suspense that will be memorable. Making a stellar kite will require research, planning, measuring, sketches and probably some trial and error. The first time the child throws the kite in the air to see if it flies will be an emotional moment filled with suspense. And it’s more than likely the design will require more tinkering, and hence more math.\u003c/p>\n\u003cp>“The whole idea here is you’re thinking about it and revising your strategy,” Salimpoor said.\u003c/p>\n\u003cp>It could take all summer to build the perfect kite, but along the way will be several climactic moments, along with more learning, revising and planning. The math is embedded in a fun activity that has an emotional payoff.\u003cbr>\n\u003cstrong>\u003cbr>\n3. Use extrinsic rewards wisely\u003c/strong>\u003c/p>\n\u003cp>Using \u003ca href=\"https://www.kqed.org/mindshift/48578/how-ending-behavior-rewards-helped-one-school-focus-on-student-motivation-and-character\" target=\"_blank\" rel=\"noopener\">extrinsic rewards to get kids to do things is a controversial\u003c/a>, though common, practice. Some research indicates that when kids are rewarded for doing things they already like, they lose interest in the activity. That’s one reason \u003ca href=\"https://www.kqed.org/mindshift/48754/what-works-for-getting-kids-to-enjoy-reading\" target=\"_blank\" rel=\"noopener\">some experts don’t recommend rewards for reading\u003c/a> -- it implies that reading is work, not fun, and must be rewarded.\u003c/p>\n\u003cp>However, Salimpoor points out that there are some parts of math that just aren’t as fun as others. Practice is an important part of math and is perhaps the best candidate for \u003ca href=\"https://www.kqed.org/mindshift/23220/whats-the-difference-between-games-and-gamification\" target=\"_blank\" rel=\"noopener\">gamification\u003c/a> and careful use of extrinsic rewards. This is where understanding how the brain responds to different reward schedules is important.\u003c/p>\n\u003cp>“Knowing that a desirable reward is coming, but not knowing when it will come or what it will be is the highest output,” Salimpoor said.\u003c/p>\n\u003cp>She compares this kind of reward to the dopamine rush adults experience when playing the slot machines. The player knows it’s possible to win, but has no idea whether the win will come on the first try or 100th try. And, the size of the reward is also unknown. That makes winning even sweeter.\u003c/p>\n\u003cp>“Releasing dopamine is really good because it makes you want to continue and has the double effect of helping you consolidate the information,” Salimpoor said. “Knowing what situations are likely to release dopamine might be all you need” to make a dull task more exciting.\u003c/p>\n\u003cp>She has found that if she can build excitement and unpredictability into an activity, it creates a fertile ground for learning. She might reward her kids with tokens that can be exchanged for something they want after they’ve completed some number of problems or tasks. But the key, she says, is to vary when she gives them out and how many. It may seem counterintuitive, but this variability actually makes kids want to continue because they don’t know how much they’ll get.\u003c/p>\n\u003cp>Salimpoor said often parents try to be consistent with extrinsic rewards because that’s what they’ve learned works for moderating a child’s behavior. But the opposite is true with learning; variability primes the brain.\u003c/p>\n\u003cp>Salimpoor emphasizes that extrinsic rewards should be used sparingly and only for the kinds of tasks kids don’t really want to do. Gamifying them makes it more fun, and thus more memorable.\u003cbr>\n\u003cstrong>\u003cbr>\n4. Engage the brain's predictive power\u003c/strong>\u003c/p>\n\u003cp>Part of being human is making predictions based on the schema we hold in our brains. And when the prediction leads to an exciting result the brain releases dopamine, which helps cement learning. Parents can harness this tendency by encouraging kids to \u003ca href=\"https://www.kqed.org/mindshift/19124/whats-your-best-guess-predicting-answers-leads-to-deeper-learning\" target=\"_blank\" rel=\"noopener\">predict things\u003c/a> that have some significance to them.\u003c/p>\n\u003cp>Salimpoor says these strategies work well with things that regularly update and that a child can check daily. A parent might give the child a hundred imaginary dollars to buy stocks, for example. It takes some calculating and watching patterns to pick investments, and then together parent and child can check the stock prices every day.\u003c/p>\n\u003cp>“The idea is you’re getting excited to check this every day,” Salimpoor said. “You want to do the math to see how much you won or lost. And because you’re thinking about it every day, you’re calculating percentages and decimals.”\u003c/p>\n\u003cp>Maybe parents even give kids the interest on their stocks in real money, once they’ve calculated it. Another, less financially focused option, is to do the same thing with sports statistics -- updating and calculating averages and percentages.\u003cbr>\n\u003cstrong>\u003cbr>\n5. Provide a larger goal\u003c/strong>\u003c/p>\n\u003cp>Stories and books inherently come with the bigger picture of a narrative, making them attractive to many kinds of learners. Often math isn’t taught with that bigger goal is mind, but it could be.\u003c/p>\n\u003cp>“Take math and make it more like reading a storybook,” Salimpoor said. She does projects with her sons that have a beginning, middle and end. Kitchen projects are often good for this type of longer-term project. For example, she and her sons did an experiment where they left different kinds of fruit in the sun and weighed them each day to calculate the water loss.\u003c/p>\n\u003cp>“It’s also great for the brain because you’re starting out by planning a framework of what you want to do, and how you’re going to do it, and that establishes a storyboard in your head,” Salimpoor said. Then every day of the project, the child has to review the information learned and add more to it. “This is the best method of learning because you're taking synapses that you’ve already formed and strengthening them.”\u003c/p>\n\u003cp>She even had her sons graph the fruit’s water loss as another way of adding math to this project. Another time they set up an experiment to see which kitchen containers preserved food the best. Each day they checked for mold, graphing the percentage of mold each day.\u003c/p>\n\u003cp>“It’s kind of fun to see and you look forward to seeing it because you want to see how your experiment has changed on a daily basis.”\u003c/p>\n\u003cp>\u003cstrong>6. Use math as a secondary element of a project\u003c/strong>\u003c/p>\n\u003cp>There are tons of ways to involve math in a project where the main purpose isn't mathematical, like baking. The point is the cookies (obviously), but it doesn’t hurt to figure out the fractions and ratios together along the way. This method has the added advantage of taking math anxiety -- a real phenomenon for many kids -- out of the picture.\u003c/p>\n\u003cp>“The reason this is my favorite is it helps you realize how math applies in the real world,” Salimpoor said. She has watched her sons begin to notice math throughout their lives and become more interested in it.\u003c/p>\n\u003cp>Other ideas Salimpoor has tried in order to infuse math into other activities :\u003c/p>\n\u003cul>\n\u003cli>Make a spectrum of color using different ratios of color dyes and water.\u003c/li>\n\u003cli>Calculate density with different solutions of water, sugar and dye. Try to get different densities for different colors.\u003c/li>\n\u003cli>Calculate a summer budget. Have kids think about how much money they’ll need for summer expenses daily, weekly and monthly.\u003c/li>\n\u003cli>When driving somewhere, ask kids to calculate the best route based on gas consumption, distance and time.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>7. Use visual-spatial tasks\u003c/strong>\u003c/p>\n\u003cp>One of the difficult things about math is that it requires the ability to \u003ca href=\"https://www.kqed.org/mindshift/47269/why-spatial-reasoning-is-crucial-for-early-math-education\" target=\"_blank\" rel=\"noopener\">manipulate abstract concepts\u003c/a> in one’s mind. Adults have established pathways for this type of abstract thinking built up over time, so it’s easy to forget how complicated that is for someone learning a math concept for the first time.\u003c/p>\n\u003cp>“For someone just learning these, it’s very important to take abstract ideas and connect them to visual or spatial concepts,” Salimpoor said. “The more we can do this the stronger the foundations will become.”\u003c/p>\n\u003cp>That’s one reason early elementary classrooms are filled with math manipulatives. Salimpoor says this is crucial, especially when kids are young, because it helps develop a more complete neural network connected to different senses. The abstract becomes concrete when it’s connected to experiences kids can see and touch.\u003c/p>\n\u003cp>“If all the systems link together to form a concept, that’s a great situation to be in because activating any part of this system activates the rest of the system as well,” Salimpoor said.\u003c/p>\n\u003cp>Once again Legos are a great toy to make abstract math concepts concrete. Salimpoor has also tried geometric bubble makers, encouraging her kids to play around with different shapes to see what kind of bubbles they make.\u003c/p>\n\u003cp>She has also had a lot of fun playing with music and math -- filling cups with different ratios of water, banging on them and talking about patterns in the sounds.\u003c/p>\n\u003cp>“Give them the activity to play around with,” she said. It’s tempting to tell kids how the ratios relate to sounds, or how different wand shapes affect bubbles, but kids will learn more if they discover it on their own.\u003cbr>\n\u003cstrong>\u003cbr>\n8. Consider the cognitive load\u003c/strong>\u003c/p>\n\u003cp>Cognitive load refers to the amount of information one can keep in one’s head, manipulate and process at any given time. It’s often related to \u003ca href=\"https://www.kqed.org/mindshift/39677/how-memory-focus-and-good-teaching-can-work-together-to-help-kids-learn\" target=\"_blank\" rel=\"noopener\">working memory\u003c/a>, and is easy to overtax and is often overlooked. Sometimes kids experience math anxiety because they don’t have good working memory, not because they don’t understand the concepts.\u003c/p>\n\u003cp>“There’s a large difference in children's working memory even if they’re the same age,” Salimpoor said. “If their working memory is overloaded they can’t process new information as well.”\u003c/p>\n\u003cp>Taking detailed notes or using manipulatives are ways to free up working memory as a child is learning something new. Parents can spot cognitive overload if a child was engaged, but suddenly starts staring blankly. It’s also helpful to make new concepts as concrete as possible so they doesn’t require so much working memory.\u003c/p>\n\u003cp>Neuroscientists are still trying to understand working memory better. There’s consensus that it’s very difficult to \u003ca href=\"https://www.kqed.org/futureofyou/256129/little-evidence-for-effectiveness-of-brain-training-programs-study\" target=\"_blank\" rel=\"noopener\">generalize working memory\u003c/a>, but why and how to improve it is less well understood. If the goal is to improve working memory on math tasks, the practice has to be on math tasks. Doing “brain games” will improve working memory only on those specific tasks, not all tasks.\u003c/p>\n\u003cp>“All of these things are very established things about how the brain works in humans and animals,” Salimpoor said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It takes a little extra work to think about how math could fit into an activity a child is already excited about, but the more seamlessly it can be infused, the more kids will begin to see mathematical thinking as an integral part of life and play. Salimpoor intentionally tries to use to her advantage what she knows about how her sons’ brains work, but she has also reaped the benefit of spending fun quality time with them.\u003c/p>\n\n",
"disqusIdentifier": "51458 https://ww2.kqed.org/mindshift/?p=51458",
"disqusUrl": "https://ww2.kqed.org/mindshift/2018/07/01/8-fun-ways-to-keep-math-learning-alive-through-the-summer/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2583,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 53
},
"modified": 1530509995,
"excerpt": "Fun ways to help kids keep their mathematical skills sharp through the summer.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Fun ways to help kids keep their mathematical skills sharp through the summer.",
"title": "8 Fun Ways To Keep Math Learning Alive Through the Summer | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "8 Fun Ways To Keep Math Learning Alive Through the Summer",
"datePublished": "2018-07-01T22:39:55-07:00",
"dateModified": "2018-07-01T22:39:55-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "8-fun-ways-to-keep-math-learning-alive-through-the-summer",
"status": "publish",
"path": "/mindshift/51458/8-fun-ways-to-keep-math-learning-alive-through-the-summer",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Summer is a time for play and rest, family time and adventures. But there’s \u003ca href=\"https://www.ewa.org/sites/main/files/file-attachments/summer_learning_gap-2.pdf\" target=\"_blank\" rel=\"noopener\">compelling research\u003c/a> to show that kids forget a lot of what they learned during the school year if they don’t have opportunities to continue reading, using their mathematical thinking skills and exploring the world around them.\u003c/p>\n\u003cp>It’s also been well-documented that the gaps between kids from high and low socioeconomic statuses \u003ca href=\"http://hechingerreport.org/money-makes-the-difference-for-kindergarteners-in-the-summer/\" target=\"_blank\" rel=\"noopener\">grow over the summer\u003c/a>. Affluent kids often have access to enriching experiences like travel, summer camp and visits to museums. Summer may be one of the \u003ca href=\"http://content.time.com/time/magazine/article/0,9171,2005863,00.html\" target=\"_blank\" rel=\"noopener\">most unequal times of the year\u003c/a>, and that makes it hard on teachers in the fall. But there are plenty of low-cost ways to keep kids learning through the summer without sitting them down to do worksheets or drilling them on a math app.\u003c/p>\n\u003cp>Valorie Salimpoor is a trained neuroscientist who consults for the educational gaming company \u003ca href=\"https://cignition.com/\" target=\"_blank\" rel=\"noopener\">Cignition\u003c/a> and has insight into helping kids who struggle with \u003ca href=\"https://www.kqed.org/mindshift/46865/what-neuroscience-can-tell-us-about-making-fractions-stick\">fractions\u003c/a>. She also has two young kids of her own. She has been using her knowledge of the learning brain and her fascination with brain development to infuse her kids’ play time with math that’s fun and that sticks. Based on what she has seen work with her own kids, she's pulled out some basic principles of fun activities parents can do with kids of many ages after school, on weekends, and during the summer.\u003c/p>\n\u003cp>“We know from a lot of research that there is a summer loss, and it seems to be more significant for math than it is for reading,” Salimpoor said. She thinks that could be because many adults are \u003ca href=\"https://www.kqed.org/mindshift/32223/why-kids-take-on-adults-math-anxiety\" target=\"_blank\" rel=\"noopener\">math anxious\u003c/a> themselves, so when they imagine math activities for their kids they think about counting activities or doing math facts, while they enjoy reading to their children. Those activities are boring and don’t leverage what scientists have discovered about “sticky” learning.\u003c/p>\n\u003cp>Salimpoor has found good results utilizing eight traits of the learning brain to her advantage.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>1. Engage intrinsic motivation\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/40556/could-autonomy-mastery-and-purpose-be-the-keys-to-motivating-students\" target=\"_blank\" rel=\"noopener\">Intrinsic motivation\u003c/a> is a powerful force for learning. People are most often intrinsically motivated when they have control over what they’re learning and have a sense of competence while engaging in the learning. The activity isn’t too hard or too easy; it’s just the right amount of challenging to keep the mind engaged.\u003c/p>\n\u003cp>“If you do a task when you have intrinsic motivation it significantly increases your performance and what you learn,” Salimpoor said. Because the activity itself is highly engaging to the learner, he pays more attention and the brain records the information better. “Any time there is more dopamine flowing in your reward systems, you are much more likely to consolidate the information better,” Salimpoor said.\u003c/p>\n\u003cp>She has found the easiest way to recreate that sense of “flow” with her children is to infuse math into activities they already love. For examples, her son loves Legos, so in addition to letting him build whatever he wants, she sometimes encourages him to make blueprints of what he’s planning to build. She asks him to predict how many blocks he’ll need and to think about scale, perimeter and area. She’s essentially infusing \u003ca href=\"https://www.kqed.org/mindshift/47301/five-compelling-reasons-to-teach-spatial-reasoning-to-young-children\" target=\"_blank\" rel=\"noopener\">spatial awareness\u003c/a> into an activity he’s already excited to do.\u003c/p>\n\u003cp>“This only works for people who are big fans of Lego. That’s sort of the whole point of this,” Salimpoor said.\u003c/p>\n\u003cp>Another example might work for kids who are passionate about Minecraft. With just a few small tweaks like planning what to build ahead of time, playing \u003ca href=\"https://www.kqed.org/mindshift/41988/for-the-hesitant-teacher-leveraging-the-power-of-minecraft\" target=\"_blank\" rel=\"noopener\">Minecraft can be mathematical\u003c/a>. And Salimpoor said practicing a little math every day is all it takes to keep skills sharp.\u003c/p>\n\u003cp>\u003cstrong>2. Engage emotional arousal\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">Emotion is an incredibly powerful part of learning\u003c/a> that can easily get overlooked. “We can do a boring task over and over and not remember it, but you can experience an emotional moment once and remember it forever,” Salimpoor said. Emotion centers are tightly tied to memory centers, so when possible try to build emotion into summer activities.\u003c/p>\n\u003cp>It can be relatively simple to do. Even a project like building a kite together involves some climactic moments of heightened suspense that will be memorable. Making a stellar kite will require research, planning, measuring, sketches and probably some trial and error. The first time the child throws the kite in the air to see if it flies will be an emotional moment filled with suspense. And it’s more than likely the design will require more tinkering, and hence more math.\u003c/p>\n\u003cp>“The whole idea here is you’re thinking about it and revising your strategy,” Salimpoor said.\u003c/p>\n\u003cp>It could take all summer to build the perfect kite, but along the way will be several climactic moments, along with more learning, revising and planning. The math is embedded in a fun activity that has an emotional payoff.\u003cbr>\n\u003cstrong>\u003cbr>\n3. Use extrinsic rewards wisely\u003c/strong>\u003c/p>\n\u003cp>Using \u003ca href=\"https://www.kqed.org/mindshift/48578/how-ending-behavior-rewards-helped-one-school-focus-on-student-motivation-and-character\" target=\"_blank\" rel=\"noopener\">extrinsic rewards to get kids to do things is a controversial\u003c/a>, though common, practice. Some research indicates that when kids are rewarded for doing things they already like, they lose interest in the activity. That’s one reason \u003ca href=\"https://www.kqed.org/mindshift/48754/what-works-for-getting-kids-to-enjoy-reading\" target=\"_blank\" rel=\"noopener\">some experts don’t recommend rewards for reading\u003c/a> -- it implies that reading is work, not fun, and must be rewarded.\u003c/p>\n\u003cp>However, Salimpoor points out that there are some parts of math that just aren’t as fun as others. Practice is an important part of math and is perhaps the best candidate for \u003ca href=\"https://www.kqed.org/mindshift/23220/whats-the-difference-between-games-and-gamification\" target=\"_blank\" rel=\"noopener\">gamification\u003c/a> and careful use of extrinsic rewards. This is where understanding how the brain responds to different reward schedules is important.\u003c/p>\n\u003cp>“Knowing that a desirable reward is coming, but not knowing when it will come or what it will be is the highest output,” Salimpoor said.\u003c/p>\n\u003cp>She compares this kind of reward to the dopamine rush adults experience when playing the slot machines. The player knows it’s possible to win, but has no idea whether the win will come on the first try or 100th try. And, the size of the reward is also unknown. That makes winning even sweeter.\u003c/p>\n\u003cp>“Releasing dopamine is really good because it makes you want to continue and has the double effect of helping you consolidate the information,” Salimpoor said. “Knowing what situations are likely to release dopamine might be all you need” to make a dull task more exciting.\u003c/p>\n\u003cp>She has found that if she can build excitement and unpredictability into an activity, it creates a fertile ground for learning. She might reward her kids with tokens that can be exchanged for something they want after they’ve completed some number of problems or tasks. But the key, she says, is to vary when she gives them out and how many. It may seem counterintuitive, but this variability actually makes kids want to continue because they don’t know how much they’ll get.\u003c/p>\n\u003cp>Salimpoor said often parents try to be consistent with extrinsic rewards because that’s what they’ve learned works for moderating a child’s behavior. But the opposite is true with learning; variability primes the brain.\u003c/p>\n\u003cp>Salimpoor emphasizes that extrinsic rewards should be used sparingly and only for the kinds of tasks kids don’t really want to do. Gamifying them makes it more fun, and thus more memorable.\u003cbr>\n\u003cstrong>\u003cbr>\n4. Engage the brain's predictive power\u003c/strong>\u003c/p>\n\u003cp>Part of being human is making predictions based on the schema we hold in our brains. And when the prediction leads to an exciting result the brain releases dopamine, which helps cement learning. Parents can harness this tendency by encouraging kids to \u003ca href=\"https://www.kqed.org/mindshift/19124/whats-your-best-guess-predicting-answers-leads-to-deeper-learning\" target=\"_blank\" rel=\"noopener\">predict things\u003c/a> that have some significance to them.\u003c/p>\n\u003cp>Salimpoor says these strategies work well with things that regularly update and that a child can check daily. A parent might give the child a hundred imaginary dollars to buy stocks, for example. It takes some calculating and watching patterns to pick investments, and then together parent and child can check the stock prices every day.\u003c/p>\n\u003cp>“The idea is you’re getting excited to check this every day,” Salimpoor said. “You want to do the math to see how much you won or lost. And because you’re thinking about it every day, you’re calculating percentages and decimals.”\u003c/p>\n\u003cp>Maybe parents even give kids the interest on their stocks in real money, once they’ve calculated it. Another, less financially focused option, is to do the same thing with sports statistics -- updating and calculating averages and percentages.\u003cbr>\n\u003cstrong>\u003cbr>\n5. Provide a larger goal\u003c/strong>\u003c/p>\n\u003cp>Stories and books inherently come with the bigger picture of a narrative, making them attractive to many kinds of learners. Often math isn’t taught with that bigger goal is mind, but it could be.\u003c/p>\n\u003cp>“Take math and make it more like reading a storybook,” Salimpoor said. She does projects with her sons that have a beginning, middle and end. Kitchen projects are often good for this type of longer-term project. For example, she and her sons did an experiment where they left different kinds of fruit in the sun and weighed them each day to calculate the water loss.\u003c/p>\n\u003cp>“It’s also great for the brain because you’re starting out by planning a framework of what you want to do, and how you’re going to do it, and that establishes a storyboard in your head,” Salimpoor said. Then every day of the project, the child has to review the information learned and add more to it. “This is the best method of learning because you're taking synapses that you’ve already formed and strengthening them.”\u003c/p>\n\u003cp>She even had her sons graph the fruit’s water loss as another way of adding math to this project. Another time they set up an experiment to see which kitchen containers preserved food the best. Each day they checked for mold, graphing the percentage of mold each day.\u003c/p>\n\u003cp>“It’s kind of fun to see and you look forward to seeing it because you want to see how your experiment has changed on a daily basis.”\u003c/p>\n\u003cp>\u003cstrong>6. Use math as a secondary element of a project\u003c/strong>\u003c/p>\n\u003cp>There are tons of ways to involve math in a project where the main purpose isn't mathematical, like baking. The point is the cookies (obviously), but it doesn’t hurt to figure out the fractions and ratios together along the way. This method has the added advantage of taking math anxiety -- a real phenomenon for many kids -- out of the picture.\u003c/p>\n\u003cp>“The reason this is my favorite is it helps you realize how math applies in the real world,” Salimpoor said. She has watched her sons begin to notice math throughout their lives and become more interested in it.\u003c/p>\n\u003cp>Other ideas Salimpoor has tried in order to infuse math into other activities :\u003c/p>\n\u003cul>\n\u003cli>Make a spectrum of color using different ratios of color dyes and water.\u003c/li>\n\u003cli>Calculate density with different solutions of water, sugar and dye. Try to get different densities for different colors.\u003c/li>\n\u003cli>Calculate a summer budget. Have kids think about how much money they’ll need for summer expenses daily, weekly and monthly.\u003c/li>\n\u003cli>When driving somewhere, ask kids to calculate the best route based on gas consumption, distance and time.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>7. Use visual-spatial tasks\u003c/strong>\u003c/p>\n\u003cp>One of the difficult things about math is that it requires the ability to \u003ca href=\"https://www.kqed.org/mindshift/47269/why-spatial-reasoning-is-crucial-for-early-math-education\" target=\"_blank\" rel=\"noopener\">manipulate abstract concepts\u003c/a> in one’s mind. Adults have established pathways for this type of abstract thinking built up over time, so it’s easy to forget how complicated that is for someone learning a math concept for the first time.\u003c/p>\n\u003cp>“For someone just learning these, it’s very important to take abstract ideas and connect them to visual or spatial concepts,” Salimpoor said. “The more we can do this the stronger the foundations will become.”\u003c/p>\n\u003cp>That’s one reason early elementary classrooms are filled with math manipulatives. Salimpoor says this is crucial, especially when kids are young, because it helps develop a more complete neural network connected to different senses. The abstract becomes concrete when it’s connected to experiences kids can see and touch.\u003c/p>\n\u003cp>“If all the systems link together to form a concept, that’s a great situation to be in because activating any part of this system activates the rest of the system as well,” Salimpoor said.\u003c/p>\n\u003cp>Once again Legos are a great toy to make abstract math concepts concrete. Salimpoor has also tried geometric bubble makers, encouraging her kids to play around with different shapes to see what kind of bubbles they make.\u003c/p>\n\u003cp>She has also had a lot of fun playing with music and math -- filling cups with different ratios of water, banging on them and talking about patterns in the sounds.\u003c/p>\n\u003cp>“Give them the activity to play around with,” she said. It’s tempting to tell kids how the ratios relate to sounds, or how different wand shapes affect bubbles, but kids will learn more if they discover it on their own.\u003cbr>\n\u003cstrong>\u003cbr>\n8. Consider the cognitive load\u003c/strong>\u003c/p>\n\u003cp>Cognitive load refers to the amount of information one can keep in one’s head, manipulate and process at any given time. It’s often related to \u003ca href=\"https://www.kqed.org/mindshift/39677/how-memory-focus-and-good-teaching-can-work-together-to-help-kids-learn\" target=\"_blank\" rel=\"noopener\">working memory\u003c/a>, and is easy to overtax and is often overlooked. Sometimes kids experience math anxiety because they don’t have good working memory, not because they don’t understand the concepts.\u003c/p>\n\u003cp>“There’s a large difference in children's working memory even if they’re the same age,” Salimpoor said. “If their working memory is overloaded they can’t process new information as well.”\u003c/p>\n\u003cp>Taking detailed notes or using manipulatives are ways to free up working memory as a child is learning something new. Parents can spot cognitive overload if a child was engaged, but suddenly starts staring blankly. It’s also helpful to make new concepts as concrete as possible so they doesn’t require so much working memory.\u003c/p>\n\u003cp>Neuroscientists are still trying to understand working memory better. There’s consensus that it’s very difficult to \u003ca href=\"https://www.kqed.org/futureofyou/256129/little-evidence-for-effectiveness-of-brain-training-programs-study\" target=\"_blank\" rel=\"noopener\">generalize working memory\u003c/a>, but why and how to improve it is less well understood. If the goal is to improve working memory on math tasks, the practice has to be on math tasks. Doing “brain games” will improve working memory only on those specific tasks, not all tasks.\u003c/p>\n\u003cp>“All of these things are very established things about how the brain works in humans and animals,” Salimpoor said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It takes a little extra work to think about how math could fit into an activity a child is already excited about, but the more seamlessly it can be infused, the more kids will begin to see mathematical thinking as an integral part of life and play. Salimpoor intentionally tries to use to her advantage what she knows about how her sons’ brains work, but she has also reaped the benefit of spending fun quality time with them.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/51458/8-fun-ways-to-keep-math-learning-alive-through-the-summer",
"authors": [
"234"
],
"categories": [
"mindshift_20579"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_392",
"mindshift_20893",
"mindshift_20568",
"mindshift_290",
"mindshift_634",
"mindshift_514"
],
"featImg": "mindshift_51563",
"label": "mindshift"
},
"mindshift_50540": {
"type": "posts",
"id": "mindshift_50540",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "50540",
"score": null,
"sort": [
1522045247000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1522045247,
"format": "standard",
"disqusTitle": "When Pushing Boundaries in Math Education, Where Can Teachers Turn For Help and Camaraderie?",
"title": "When Pushing Boundaries in Math Education, Where Can Teachers Turn For Help and Camaraderie?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Earlier this year, math educator and Desmos executive \u003c/span>\u003ca href=\"http://blog.mrmeyer.com\">\u003cspan style=\"font-weight: 400\">Dan Meyer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published a piece entitled \u003c/span>\u003ca href=\"http://blog.mrmeyer.com/2018/lonely-math-teachers/\">\u003cspan style=\"font-weight: 400\">“Lonely Math Teachers”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which he raised the shortcomings of social media and the need for innovative math teachers to connect online. In his post, he made the case for Twitter. At its best, he argues, Twitter can be an invaluable tool for professional development among educators. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He writes: \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">For the right teacher, Twitter is the best ambient, low-intensity professional development and community you’ll find. Maybe Twitter isn’t as good for development or community as a high-intensity, three-year program located at your school site. But if you want to get your brain spinning on an interesting problem of practice in the amount of time it takes you to tap an app, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Twitter is the only game in town\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">But here’s the problem: It’s takes a lot of courage to put yourself out there, to broadcast your opinions and to ask for input. And just because you put yourself out there, it doesn’t always mean you’ll get a response. Hence Meyer’s new website: \u003c/span>\u003ca href=\"http://www.lonelymathteachers.com\">\u003cspan style=\"font-weight: 400\">Lonely Math Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, in which he curates those lonely tweets that have gone unanswered. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/DavidKButlerUoA/status/891362801041723392?ref_src=twsrc%5Etfw&ref_url=http%3A%2F%2Fblog.mrmeyer.com%2F2018%2Flonely-math-teachers%2F\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This conundrum brings us to an important question: As an educator, how do you overcome the shortcomings of social media and network with other innovative teachers beyond the Internet?\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> For answers, \u003c/span>\u003cspan style=\"font-weight: 400\">we turned to various educators, who shared tips on building camaraderie and tapping into existing math communities. These tips and strategies include both online and offline approaches, many of which can be applied to any subject, not just math. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Find mentors and collaborators in your own school\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Does your school allow for teachers to build communities ad hoc?\" That’s the first question you should ask yourself, said \u003c/span>\u003ca href=\"http://thejosevilson.com\">\u003cspan style=\"font-weight: 400\">José Luis Vilson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a math teacher and author of \u003c/span>\u003ca href=\"https://www.amazon.com/This-Not-Test-Narrative-Education/dp/1608463702\">\u003ci>\u003cspan style=\"font-weight: 400\">This Is Not A Test: A New Narrative on Race, Class, and Education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">\"Generally, high performing countries spend way more time planning that they do actually working in the classrooms,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Vilson was just starting out as a classroom teacher, he turned to his peers to build upon his own skills and create camaraderie. \u003c/span>\u003cspan style=\"font-weight: 400\">\"I leaned heavily on \u003ca href=\"https://www.kqed.org/mindshift/33897\">visiting all of my colleagues\u003c/a> two to three times a week,” he said. He would spend time observing and then ask follow-up questions in free periods: “'\u003c/span>\u003cspan style=\"font-weight: 400\">How did you do that?' 'What did you do?' 'Can I take notes on that?' \u003c/span>\u003cspan style=\"font-weight: 400\">I started becoming a conglomerate of all the teachers I've seen,\" he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, educators don’t all have to teach the same way but those classroom experiences can help you innovate and tailor your curriculum in a way that makes sense for you and your students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Obviously you hear what to do and what not to do—but mainly it’s about what actually fits into your teacher persona,” he said. “We don't all have to do the same thing. We are going to teach in a way that is responsive to the students but also what's responsive to what we envision as a teacher.”\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=spAErEfmexA&\u003c/p>\n\u003cp>\u003cb>Curate a Twitter feed filled with diverse voices to broaden perspective \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/lybryakebreab\">\u003cspan style=\"font-weight: 400\">Lybrya Kebreab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a math coach at Westlake Middle School in Oakland, California. She says Twitter is where she found her people. \u003c/span>\u003cspan style=\"font-weight: 400\">\"It was good to see [through Twitter] I wasn't the only person to see the potential of education, and specifically math, to empower students and teachers.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it took her awhile to actually join in on the conversation. At first, she just observed. \u003c/span>\u003cspan style=\"font-weight: 400\">\"You don't have to say anything to anyone but at least get on and watch and listen to other perspectives for as long as you need to. The whole point is to keep growing.\" \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That being said, it’s easy for social media platforms to become an echo chamber filled with similar voices. Kebreab‘s advice is to\u003c/span>\u003cspan style=\"font-weight: 400\"> curate a diverse feed filled with educators from different backgrounds and expertise. \"People who have done different jobs have a much wider and broader sense of the big picture [of educational systems]. But then people who have only been in one place have a very deep knowledge base—so both of those perspectives are needed,” she said. \"Our upbringing and experiences have a huge impact on how we see things.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kebreab spent many years as a classroom teacher, and she said Twitter helped her expand her craft. She used the platform as a way to gather new ideas and inspiration around math curriculum. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Anytime I did a math lesson that I really wanted to go well and I wanted different perspectives on, I would just put the idea on Twitter and people would give feedback and specific ideas on how to make it better,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Kebreab. “\u003c/span>\u003cspan style=\"font-weight: 400\">Every time I did that, they saw the lesson from a perspective I didn't see.” She recalls a time when she heard feedback from a teacher in the Midwest: \"That perspective the teacher in Nebraska gave me from Twitter might be similar to the perspective of a kid sitting in my room. But I can't see it with my California perspective—so I am able to reach more children with more eyes on the lesson.\"\u003c/span>\u003c/p>\n\u003cp>\u003cb>Share your point of view, and encourage your peers to do the same \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you feel comfortable on Twitter, one way to build upon those relationships is to share your experiences on a personal blog. Just last month, Kebreab started a WordPress \u003ca href=\"https://lybryaslogoflearning.wordpress.com/\">blog\u003c/a>. And in her \u003ca href=\"https://lybryaslogoflearning.wordpress.com/2018/01/16/play-full-math/\">first post,\u003c/a> she wrote about why play has become so important to her while teaching math: “I’m obsessed with creating joy, laughter and warm memories of in-depth explorations with equations, shapes, patterns, graphs, conjectures, arguments and counterarguments, and most importantly, connections, in the rooms for which I have been blessed with stewardship,” she writes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She kicked off her blog with a topic she’s been exploring for some time and she says that’s a key part of building a community and generating conversation: having a niche. \u003c/span>\u003cb>\"\u003c/b>\u003cspan style=\"font-weight: 400\">I've been incessantly encouraged to start blogging by my Twitter friends and by my friends in my immediate math circle. They said I should write, so I wrote,”\u003c/span>\u003cspan style=\"font-weight: 400\"> she said. “I wanted to write something I was passionate about. And I'm passionate about kids being kids and analyzing consequences for the way adults impose their adult worries onto kids in this culture of high testing.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thus far, \u003c/span>\u003cspan style=\"font-weight: 400\">Kebreab\u003c/span>\u003cspan style=\"font-weight: 400\"> says all conversations have been respectful, even when there are disagreements or “Twitter fights” as she calls them. “We have to engage the other side or else we aren't really pushing ourselves as much as we could,” she said. Ultimately, she said, the more you talk about what you care about, the more people will come to you for information and support on that specific topic. \"You start to be known for whatever your pocket is, and the more you expose yourself to the people on Twitter, the more people want to interact with you,\" she said. \"The more you put yourself out there, the more people come to support you.\"\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/LybryaKebreab/status/969611633092907008\u003c/p>\n\u003cp>\u003cb>Tap into existing math networks online and in person\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are collaborators who have been working to \u003c/span>\u003cspan style=\"font-weight: 400\">create and cultivate online and in-person spaces for math educators. \u003c/span>\u003ca href=\"http://tjzager.com\">\u003cspan style=\"font-weight: 400\">Tracy Zager \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">is one of those people. She’s a longtime math coach and author of the book \u003c/span>\u003ca href=\"https://www.stenhouse.com/content/becoming-math-teacher-you-wish-youd-had\">\u003ci>\u003cspan style=\"font-weight: 400\">Becoming the Math Teacher You Wish You Had.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She encourages math educators to use hashtags on social media like #iteachmath, #mtbos, #elemmathchat, #msmathchat, and #swdmathchat. This helps raise the visibility of posts, and it also provides relevant streams of conversation that you can follow. \u003c/span>\u003cb> \u003c/b>\u003cspan style=\"font-weight: 400\">She says to look for \"little teeny moments to send something out.\" For example: \"If I am in a classroom and a kid says or does something interesting, I will take a picture of their work or jot down their thinking, and then tweet with a math teacher twitter hashtag like #mtbos, #iteachmath, or #elemmathchat and ask, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">What would you ask this student? \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">What problem should we pose next? \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Within a couple hours, the teacher and I will have new ideas to think through together,\" Zager said. \"I can pull all these colleagues into my classrooms with me. I find reaching out to teachers online enriches my conversations and relationships with teachers in person.\"\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/TracyZager/status/956615162349457409\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For additional experiences outside of social media, Zager points to teacher organized opportunities like the \u003c/span>\u003ca href=\"https://www.bigmarker.com/communities/GlobalMathDept/conferences\">\u003cspan style=\"font-weight: 400\">Global Math Department\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s free weekly webinar, as well as the in-person conference, \u003c/span>\u003ca href=\"http://tmathc.com\">\u003cspan style=\"font-weight: 400\">Twitter Math Camp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And then there’s the annual game night for math teachers that \u003c/span>\u003cspan style=\"font-weight: 400\">Zager\u003c/span>\u003cspan style=\"font-weight: 400\"> and a few of her friends dreamt up. The last one took place in San Antonio and was sponsored by the \u003c/span>\u003ca href=\"https://www.nctm.org\">\u003cspan style=\"font-weight: 400\">National Council of of Teachers of Mathematics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (You can follow the tweets at \u003c/span>\u003ca href=\"http://tjzager.com/2017/04/15/ncsmnctm-my-favorite/\">\u003cspan style=\"font-weight: 400\">#MTBoSGameNight.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) She says those in person events can deepen \u003c/span>\u003cspan style=\"font-weight: 400\">relationships and foster emotional connections with other math innovators. And oftentimes, those relationships will sustain over time, not only in person but also online. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">The internet is awash with stuff. There's so much out there and much of it is terrible, so I think that is part of the reason to find a community,” she said. “It helps us find the good stuff more quickly because there is just too much to sift through alone. We can help each other develop good taste in what choices to make and what resources to use in thoughtful ways.”\u003c/span>\u003c/p>\n\n",
"disqusIdentifier": "50540 https://ww2.kqed.org/mindshift/?p=50540",
"disqusUrl": "https://ww2.kqed.org/mindshift/2018/03/25/when-pushing-boundaries-in-math-education-where-can-teachers-turn-for-help-and-camaraderie/",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1684,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 29
},
"modified": 1522082163,
"excerpt": "When tweets for help go unnoticed, what can educators do? Several experienced math educators share their best resources for connecting online and in person to help improve how they teach. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "When tweets for help go unnoticed, what can educators do? Several experienced math educators share their best resources for connecting online and in person to help improve how they teach. ",
"title": "When Pushing Boundaries in Math Education, Where Can Teachers Turn For Help and Camaraderie? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "When Pushing Boundaries in Math Education, Where Can Teachers Turn For Help and Camaraderie?",
"datePublished": "2018-03-25T23:20:47-07:00",
"dateModified": "2018-03-26T09:36:03-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "when-pushing-boundaries-in-math-education-where-can-teachers-turn-for-help-and-camaraderie",
"status": "publish",
"nprByline": "\u003ca href=\"https://twitter.com/kristenlepore\">Kristen Rae Lepore\u003c/a>",
"path": "/mindshift/50540/when-pushing-boundaries-in-math-education-where-can-teachers-turn-for-help-and-camaraderie",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Earlier this year, math educator and Desmos executive \u003c/span>\u003ca href=\"http://blog.mrmeyer.com\">\u003cspan style=\"font-weight: 400\">Dan Meyer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published a piece entitled \u003c/span>\u003ca href=\"http://blog.mrmeyer.com/2018/lonely-math-teachers/\">\u003cspan style=\"font-weight: 400\">“Lonely Math Teachers”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which he raised the shortcomings of social media and the need for innovative math teachers to connect online. In his post, he made the case for Twitter. At its best, he argues, Twitter can be an invaluable tool for professional development among educators. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He writes: \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">For the right teacher, Twitter is the best ambient, low-intensity professional development and community you’ll find. Maybe Twitter isn’t as good for development or community as a high-intensity, three-year program located at your school site. But if you want to get your brain spinning on an interesting problem of practice in the amount of time it takes you to tap an app, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Twitter is the only game in town\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">But here’s the problem: It’s takes a lot of courage to put yourself out there, to broadcast your opinions and to ask for input. And just because you put yourself out there, it doesn’t always mean you’ll get a response. Hence Meyer’s new website: \u003c/span>\u003ca href=\"http://www.lonelymathteachers.com\">\u003cspan style=\"font-weight: 400\">Lonely Math Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, in which he curates those lonely tweets that have gone unanswered. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "singleTwitterStatus",
"attributes": {
"named": {
"id": "891362801041723392"
},
"numeric": []
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">This conundrum brings us to an important question: As an educator, how do you overcome the shortcomings of social media and network with other innovative teachers beyond the Internet?\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> For answers, \u003c/span>\u003cspan style=\"font-weight: 400\">we turned to various educators, who shared tips on building camaraderie and tapping into existing math communities. These tips and strategies include both online and offline approaches, many of which can be applied to any subject, not just math. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Find mentors and collaborators in your own school\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Does your school allow for teachers to build communities ad hoc?\" That’s the first question you should ask yourself, said \u003c/span>\u003ca href=\"http://thejosevilson.com\">\u003cspan style=\"font-weight: 400\">José Luis Vilson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a math teacher and author of \u003c/span>\u003ca href=\"https://www.amazon.com/This-Not-Test-Narrative-Education/dp/1608463702\">\u003ci>\u003cspan style=\"font-weight: 400\">This Is Not A Test: A New Narrative on Race, Class, and Education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">\"Generally, high performing countries spend way more time planning that they do actually working in the classrooms,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Vilson was just starting out as a classroom teacher, he turned to his peers to build upon his own skills and create camaraderie. \u003c/span>\u003cspan style=\"font-weight: 400\">\"I leaned heavily on \u003ca href=\"https://www.kqed.org/mindshift/33897\">visiting all of my colleagues\u003c/a> two to three times a week,” he said. He would spend time observing and then ask follow-up questions in free periods: “'\u003c/span>\u003cspan style=\"font-weight: 400\">How did you do that?' 'What did you do?' 'Can I take notes on that?' \u003c/span>\u003cspan style=\"font-weight: 400\">I started becoming a conglomerate of all the teachers I've seen,\" he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, educators don’t all have to teach the same way but those classroom experiences can help you innovate and tailor your curriculum in a way that makes sense for you and your students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Obviously you hear what to do and what not to do—but mainly it’s about what actually fits into your teacher persona,” he said. “We don't all have to do the same thing. We are going to teach in a way that is responsive to the students but also what's responsive to what we envision as a teacher.”\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/spAErEfmexA'\n title='//www.youtube.com/embed/spAErEfmexA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cb>Curate a Twitter feed filled with diverse voices to broaden perspective \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/lybryakebreab\">\u003cspan style=\"font-weight: 400\">Lybrya Kebreab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a math coach at Westlake Middle School in Oakland, California. She says Twitter is where she found her people. \u003c/span>\u003cspan style=\"font-weight: 400\">\"It was good to see [through Twitter] I wasn't the only person to see the potential of education, and specifically math, to empower students and teachers.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it took her awhile to actually join in on the conversation. At first, she just observed. \u003c/span>\u003cspan style=\"font-weight: 400\">\"You don't have to say anything to anyone but at least get on and watch and listen to other perspectives for as long as you need to. The whole point is to keep growing.\" \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That being said, it’s easy for social media platforms to become an echo chamber filled with similar voices. Kebreab‘s advice is to\u003c/span>\u003cspan style=\"font-weight: 400\"> curate a diverse feed filled with educators from different backgrounds and expertise. \"People who have done different jobs have a much wider and broader sense of the big picture [of educational systems]. But then people who have only been in one place have a very deep knowledge base—so both of those perspectives are needed,” she said. \"Our upbringing and experiences have a huge impact on how we see things.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kebreab spent many years as a classroom teacher, and she said Twitter helped her expand her craft. She used the platform as a way to gather new ideas and inspiration around math curriculum. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Anytime I did a math lesson that I really wanted to go well and I wanted different perspectives on, I would just put the idea on Twitter and people would give feedback and specific ideas on how to make it better,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Kebreab. “\u003c/span>\u003cspan style=\"font-weight: 400\">Every time I did that, they saw the lesson from a perspective I didn't see.” She recalls a time when she heard feedback from a teacher in the Midwest: \"That perspective the teacher in Nebraska gave me from Twitter might be similar to the perspective of a kid sitting in my room. But I can't see it with my California perspective—so I am able to reach more children with more eyes on the lesson.\"\u003c/span>\u003c/p>\n\u003cp>\u003cb>Share your point of view, and encourage your peers to do the same \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you feel comfortable on Twitter, one way to build upon those relationships is to share your experiences on a personal blog. Just last month, Kebreab started a WordPress \u003ca href=\"https://lybryaslogoflearning.wordpress.com/\">blog\u003c/a>. And in her \u003ca href=\"https://lybryaslogoflearning.wordpress.com/2018/01/16/play-full-math/\">first post,\u003c/a> she wrote about why play has become so important to her while teaching math: “I’m obsessed with creating joy, laughter and warm memories of in-depth explorations with equations, shapes, patterns, graphs, conjectures, arguments and counterarguments, and most importantly, connections, in the rooms for which I have been blessed with stewardship,” she writes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She kicked off her blog with a topic she’s been exploring for some time and she says that’s a key part of building a community and generating conversation: having a niche. \u003c/span>\u003cb>\"\u003c/b>\u003cspan style=\"font-weight: 400\">I've been incessantly encouraged to start blogging by my Twitter friends and by my friends in my immediate math circle. They said I should write, so I wrote,”\u003c/span>\u003cspan style=\"font-weight: 400\"> she said. “I wanted to write something I was passionate about. And I'm passionate about kids being kids and analyzing consequences for the way adults impose their adult worries onto kids in this culture of high testing.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thus far, \u003c/span>\u003cspan style=\"font-weight: 400\">Kebreab\u003c/span>\u003cspan style=\"font-weight: 400\"> says all conversations have been respectful, even when there are disagreements or “Twitter fights” as she calls them. “We have to engage the other side or else we aren't really pushing ourselves as much as we could,” she said. Ultimately, she said, the more you talk about what you care about, the more people will come to you for information and support on that specific topic. \"You start to be known for whatever your pocket is, and the more you expose yourself to the people on Twitter, the more people want to interact with you,\" she said. \"The more you put yourself out there, the more people come to support you.\"\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "singleTwitterStatus",
"attributes": {
"named": {
"id": "969611633092907008"
},
"numeric": []
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cb>Tap into existing math networks online and in person\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are collaborators who have been working to \u003c/span>\u003cspan style=\"font-weight: 400\">create and cultivate online and in-person spaces for math educators. \u003c/span>\u003ca href=\"http://tjzager.com\">\u003cspan style=\"font-weight: 400\">Tracy Zager \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">is one of those people. She’s a longtime math coach and author of the book \u003c/span>\u003ca href=\"https://www.stenhouse.com/content/becoming-math-teacher-you-wish-youd-had\">\u003ci>\u003cspan style=\"font-weight: 400\">Becoming the Math Teacher You Wish You Had.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She encourages math educators to use hashtags on social media like #iteachmath, #mtbos, #elemmathchat, #msmathchat, and #swdmathchat. This helps raise the visibility of posts, and it also provides relevant streams of conversation that you can follow. \u003c/span>\u003cb> \u003c/b>\u003cspan style=\"font-weight: 400\">She says to look for \"little teeny moments to send something out.\" For example: \"If I am in a classroom and a kid says or does something interesting, I will take a picture of their work or jot down their thinking, and then tweet with a math teacher twitter hashtag like #mtbos, #iteachmath, or #elemmathchat and ask, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">What would you ask this student? \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">What problem should we pose next? \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Within a couple hours, the teacher and I will have new ideas to think through together,\" Zager said. \"I can pull all these colleagues into my classrooms with me. I find reaching out to teachers online enriches my conversations and relationships with teachers in person.\"\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "singleTwitterStatus",
"attributes": {
"named": {
"id": "956615162349457409"
},
"numeric": []
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">For additional experiences outside of social media, Zager points to teacher organized opportunities like the \u003c/span>\u003ca href=\"https://www.bigmarker.com/communities/GlobalMathDept/conferences\">\u003cspan style=\"font-weight: 400\">Global Math Department\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s free weekly webinar, as well as the in-person conference, \u003c/span>\u003ca href=\"http://tmathc.com\">\u003cspan style=\"font-weight: 400\">Twitter Math Camp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And then there’s the annual game night for math teachers that \u003c/span>\u003cspan style=\"font-weight: 400\">Zager\u003c/span>\u003cspan style=\"font-weight: 400\"> and a few of her friends dreamt up. The last one took place in San Antonio and was sponsored by the \u003c/span>\u003ca href=\"https://www.nctm.org\">\u003cspan style=\"font-weight: 400\">National Council of of Teachers of Mathematics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (You can follow the tweets at \u003c/span>\u003ca href=\"http://tjzager.com/2017/04/15/ncsmnctm-my-favorite/\">\u003cspan style=\"font-weight: 400\">#MTBoSGameNight.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) She says those in person events can deepen \u003c/span>\u003cspan style=\"font-weight: 400\">relationships and foster emotional connections with other math innovators. And oftentimes, those relationships will sustain over time, not only in person but also online. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">The internet is awash with stuff. There's so much out there and much of it is terrible, so I think that is part of the reason to find a community,” she said. “It helps us find the good stuff more quickly because there is just too much to sift through alone. We can help each other develop good taste in what choices to make and what resources to use in thoughtful ways.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/50540/when-pushing-boundaries-in-math-education-where-can-teachers-turn-for-help-and-camaraderie",
"authors": [
"byline_mindshift_50540"
],
"categories": [
"mindshift_192",
"mindshift_195"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_392",
"mindshift_507",
"mindshift_96"
],
"featImg": "mindshift_50808",
"label": "mindshift"
},
"mindshift_50640": {
"type": "posts",
"id": "mindshift_50640",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "50640",
"score": null,
"sort": [
1521440920000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1521440920,
"format": "standard",
"disqusTitle": "How Reading Novels in Math Class Can Strengthen Student Engagement",
"title": "How Reading Novels in Math Class Can Strengthen Student Engagement",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Every January, Nashville teacher \u003ca href=\"https://twitter.com/joelbezaire\">Joel\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003ca href=\"https://twitter.com/joelbezaire\">Bezaire\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> reads \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/09/books-teachers-share-jose-luis-vilson-and-the-curious-incident-of-the-dog-in-the-night-time/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Curious Incident of the Dog in the Night-Time\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">aloud to his students. Sounds pretty standard, right? It would be — for an English class. But Bezaire teaches math. The novel is part of a unit on number sense.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s easy to envision using math picture books in elementary school classrooms, literature for older grades poses a bigger challenge. Can reading fit into the curriculum as the books get longer and the math gets more complex? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bezaire thinks it can, and so does another teacher, \u003c/span>\u003ca href=\"http://samjshahresume.weebly.com/\">\u003cspan style=\"font-weight: 400\">Sam Shah\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, of Brooklyn. The two occupy opposite ends of the secondary math spectrum — seventh-grade pre-algebra and 12th-grade calculus, respectively — and both have found ways to strengthen student engagement through reading.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_50798\" class=\"wp-caption alignnone\" style=\"max-width: 656px\">\u003cimg class=\"size-full wp-image-50798\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Joel-Bezaire2.png\" alt=\"\" width=\"656\" height=\"662\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2.png 656w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-160x161.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-240x242.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-375x378.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-520x525.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-150x150.png 150w\" sizes=\"(max-width: 656px) 100vw, 656px\">\u003cfigcaption class=\"wp-caption-text\">Joel Bezaire and class read The Curious Incident of the Dog in the Night-Time. \u003ccite>(Courtesy of Joel Bezaire)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>Novel study in pre-algebra\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During Bezaire’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Curious Incident \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">unit, each period begins with a typical 20-minute math lesson, followed by a 15-minute discussion of the previous day’s reading. For the rest of the 55-minute period, he reads a new chapter aloud. As he reads, Bezaire often pauses to dig deeper into the story’s math. Sometimes, the concepts align directly with the day’s pre-algebra lesson. For example, on the day when they learn about prime numbers, the class also reads why the main character, Christopher, chose primes as his system for labeling chapters.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The literary hook for this lesson is strong, and kids are really into learning more about primes thanks to the context of the story,” said Bezaire. “The lessons don't always line up this nicely, but so much of what Christopher writes about regarding mathematics is about flexibility with numbers that it's a really nice match.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright size-full wp-image-50801\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Joel-Bezaire1.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire1.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire1-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire1-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire1-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">After class students complete written reflections about the book, with different types of questions serving multiple pedagogical goals.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mathematical questions, which often relate to puzzling out the novel’s two mysteries, allow students to practice problem-solving strategies in a context with more buy-in than the usual practice worksheets. They also encourage deeper thinking about the reasoning behind a math strategy. For example, after students test Christopher’s method for mental math with large multiplication, they are asked how easy or hard it was and when it might be most useful.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions related to plot and language, Bezaire said, help his less confident math students. “Students who more easily self-identify as ‘English types’ immediately get a little more comfortable in math class if they experience those types of (literary) questions regularly.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Others questions invite students to connect personally with the text. For instance, one question asks students to share the meaning of their name. Another asks them to consider how it might affect their interactions if they could not read facial expressions, like Christopher, who has autism. These questions allow Bezaire to learn about his students in ways that equations cannot. They also improve students’ patience and understanding with each other, he said.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/joelbezaire/status/950720362031042560\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Context and prior knowledge are critical components in fostering comprehension, regardless of the topic,” according to Faith Wallace, co-author of \u003cem>\u003ca href=\"https://www.abc-clio.com/LibrariesUnlimited/product.aspx?pc=A2453P\">Teaching Math Through Reading\u003c/a>\u003c/em>. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50593/10-books-to-spark-a-love-of-math-in-kids-of-all-ages\">\u003cspan style=\"font-weight: 400\">Reading literature\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is one of several ways to build that context and background knowledge. “When math is integral to the story students can learn the concepts in a natural way, become inquisitive, engage in thoughtful conversation, and more,” said Wallace.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The combination of mathematical, literary and personal reflection, along with students’ genuine interest in the story, leads to higher student engagement, Bezaire said. Year after year, his students who previously kept quiet raised their hands during discussions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Curious Incident\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. “Very often, this continues into the rest of the year after our novel study is done,” he said. “Often when middle school students get momentum in a certain class, they are hardy enough to allow it to continue even when the unit of study changes.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Calculus Book Club\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two years ago, when a schedule change created extra periods in Sam Shah’s multivariable calculus course, he instituted a class book club. The students started with the satirical science fiction novel \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/433567.Flatland?from_search=true\">\u003ci>\u003cspan style=\"font-weight: 400\">Flatland\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Edwin Abbott and later read several nonfiction texts about mathematicians and mathematical ideas. Book club meetings took place during a block of 30 to 40 minutes a few times per month, with a rotating pair of students leading each discussion.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the first year, Shah said, his biggest challenge was deciding how much to chime into the discussions. It’s as important to create a relaxed atmosphere for the meetings as it is to keep students focused on the text, he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright wp-image-50799 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Sam-Shah3-e1521228844641.jpg\" alt=\"\" width=\"250\" height=\"377\">During the second year of book club, he made an effort to intervene less often. “When I reflected upon what my goal was ... it wasn't to teach kids how to do close readings and feel like drudgery. The readings were picked to inspire kids to think, to have strong feelings about, to be curious about something mathematical that showed up, to see and think about math differently.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s what the readings did.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What I appreciated most is how humanizing our conversations were of mathematics — in terms of who was doing it — and how much curiosity students brought to the mathematical ideas they were exposed to.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One student, for example, used \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/6017518-the-calculus-of-friendship?ac=1&from_search=true\">\u003ci>\u003cspan style=\"font-weight: 400\">The Calculus of Friendship\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Steven Strogatz as the model for \u003c/span>\u003cspan style=\"font-weight: 400\">her final course project\u003c/span>\u003cspan style=\"font-weight: 400\">, in which she explored her identity and mathematical experiences using calculus concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although another schedule change this year forced Shah to drop book club from calculus, he has continued the club outside class with interested students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you have the time, it's a magical way to get kids to see mathematics through a number of different lenses,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-50800\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Discussion-Questions.png\" alt=\"\" width=\"772\" height=\"422\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/Discussion-Questions.png 772w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Discussion-Questions-160x87.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Discussion-Questions-768x420.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Discussion-Questions-240x131.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Discussion-Questions-375x205.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Discussion-Questions-520x284.png 520w\" sizes=\"(max-width: 772px) 100vw, 772px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shah created a \u003c/span>\u003ca href=\"https://docs.google.com/document/d/11SBRGwo8bj1uPYKeezNia8FOST1MZbBRK8dtp3ONwFU/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">list of titles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that would work well in a math book club, and \u003c/span>\u003cspan style=\"font-weight: 400\">Bezaire’s curriculum for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Curious Incident of the Dog in the Night-Time \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">is \u003c/span>\u003ca href=\"https://prealgebraone.wordpress.com/novel-studies/\">\u003cspan style=\"font-weight: 400\">available on his website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. MindShift asked the two teachers to share their advice for educators who want to try incorporating literature into their own math classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Tips for \u003c/b>\u003cb>\u003ci>Curious Incident\u003c/i>\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Lay the groundwork for the unit by communicating with parents, other teachers, administrators, students before diving in. There may be resistance: the book has been \u003c/span>\u003ca href=\"http://www.marshall.edu/library/bannedbooks/books/curiousincident.asp\">\u003cspan style=\"font-weight: 400\">removed from some schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because of profanity.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Stock up on throat lozenges or tea with honey. “I speak out loud in front of classes for a living, and it's still a stretch for me to read the book out loud four times per day,” Bezaire said.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Pre-read each day's reading passage to find teachable moments: clues, red herrings and math worth expanding on. Make notes in your copy of the novel to make things easier the second year.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Tips for math book club\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Bring snacks and drinks. Make the class feel like it is embarking upon something special and different.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Don't grade anything. Let it be fun and non-stressful.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Don't talk too much.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Have all kids come with two to four discussion points to share at the start of each book club. This allows everyone to know what others found interesting and see if there were any topics that the discussion leaders should definitely address.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Plan and lead the first book club to set an example of the structure and style.\u003c/span>\u003c/li>\n\u003c/ul>\n\n",
"disqusIdentifier": "50640 https://ww2.kqed.org/mindshift/?p=50640",
"disqusUrl": "https://ww2.kqed.org/mindshift/2018/03/18/how-reading-novels-in-math-class-can-strengthen-student-engagement/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1285,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 27
},
"modified": 1521440920,
"excerpt": "Integrating stories with math class in middle and high school can help students see the relevance and excitement of problem-solving. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Integrating stories with math class in middle and high school can help students see the relevance and excitement of problem-solving. ",
"title": "How Reading Novels in Math Class Can Strengthen Student Engagement | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Reading Novels in Math Class Can Strengthen Student Engagement",
"datePublished": "2018-03-18T23:28:40-07:00",
"dateModified": "2018-03-18T23:28:40-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-reading-novels-in-math-class-can-strengthen-student-engagement",
"status": "publish",
"path": "/mindshift/50640/how-reading-novels-in-math-class-can-strengthen-student-engagement",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Every January, Nashville teacher \u003ca href=\"https://twitter.com/joelbezaire\">Joel\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003ca href=\"https://twitter.com/joelbezaire\">Bezaire\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> reads \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/09/books-teachers-share-jose-luis-vilson-and-the-curious-incident-of-the-dog-in-the-night-time/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Curious Incident of the Dog in the Night-Time\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">aloud to his students. Sounds pretty standard, right? It would be — for an English class. But Bezaire teaches math. The novel is part of a unit on number sense.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s easy to envision using math picture books in elementary school classrooms, literature for older grades poses a bigger challenge. Can reading fit into the curriculum as the books get longer and the math gets more complex? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bezaire thinks it can, and so does another teacher, \u003c/span>\u003ca href=\"http://samjshahresume.weebly.com/\">\u003cspan style=\"font-weight: 400\">Sam Shah\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, of Brooklyn. The two occupy opposite ends of the secondary math spectrum — seventh-grade pre-algebra and 12th-grade calculus, respectively — and both have found ways to strengthen student engagement through reading.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_50798\" class=\"wp-caption alignnone\" style=\"max-width: 656px\">\u003cimg class=\"size-full wp-image-50798\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Joel-Bezaire2.png\" alt=\"\" width=\"656\" height=\"662\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2.png 656w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-160x161.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-240x242.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-375x378.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-520x525.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire2-150x150.png 150w\" sizes=\"(max-width: 656px) 100vw, 656px\">\u003cfigcaption class=\"wp-caption-text\">Joel Bezaire and class read The Curious Incident of the Dog in the Night-Time. \u003ccite>(Courtesy of Joel Bezaire)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>Novel study in pre-algebra\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During Bezaire’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Curious Incident \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">unit, each period begins with a typical 20-minute math lesson, followed by a 15-minute discussion of the previous day’s reading. For the rest of the 55-minute period, he reads a new chapter aloud. As he reads, Bezaire often pauses to dig deeper into the story’s math. Sometimes, the concepts align directly with the day’s pre-algebra lesson. For example, on the day when they learn about prime numbers, the class also reads why the main character, Christopher, chose primes as his system for labeling chapters.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The literary hook for this lesson is strong, and kids are really into learning more about primes thanks to the context of the story,” said Bezaire. “The lessons don't always line up this nicely, but so much of what Christopher writes about regarding mathematics is about flexibility with numbers that it's a really nice match.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright size-full wp-image-50801\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Joel-Bezaire1.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire1.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire1-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire1-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Joel-Bezaire1-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">After class students complete written reflections about the book, with different types of questions serving multiple pedagogical goals.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mathematical questions, which often relate to puzzling out the novel’s two mysteries, allow students to practice problem-solving strategies in a context with more buy-in than the usual practice worksheets. They also encourage deeper thinking about the reasoning behind a math strategy. For example, after students test Christopher’s method for mental math with large multiplication, they are asked how easy or hard it was and when it might be most useful.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions related to plot and language, Bezaire said, help his less confident math students. “Students who more easily self-identify as ‘English types’ immediately get a little more comfortable in math class if they experience those types of (literary) questions regularly.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Others questions invite students to connect personally with the text. For instance, one question asks students to share the meaning of their name. Another asks them to consider how it might affect their interactions if they could not read facial expressions, like Christopher, who has autism. These questions allow Bezaire to learn about his students in ways that equations cannot. They also improve students’ patience and understanding with each other, he said.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "singleTwitterStatus",
"attributes": {
"named": {
"id": "950720362031042560"
},
"numeric": []
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Context and prior knowledge are critical components in fostering comprehension, regardless of the topic,” according to Faith Wallace, co-author of \u003cem>\u003ca href=\"https://www.abc-clio.com/LibrariesUnlimited/product.aspx?pc=A2453P\">Teaching Math Through Reading\u003c/a>\u003c/em>. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50593/10-books-to-spark-a-love-of-math-in-kids-of-all-ages\">\u003cspan style=\"font-weight: 400\">Reading literature\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is one of several ways to build that context and background knowledge. “When math is integral to the story students can learn the concepts in a natural way, become inquisitive, engage in thoughtful conversation, and more,” said Wallace.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The combination of mathematical, literary and personal reflection, along with students’ genuine interest in the story, leads to higher student engagement, Bezaire said. Year after year, his students who previously kept quiet raised their hands during discussions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Curious Incident\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. “Very often, this continues into the rest of the year after our novel study is done,” he said. “Often when middle school students get momentum in a certain class, they are hardy enough to allow it to continue even when the unit of study changes.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Calculus Book Club\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two years ago, when a schedule change created extra periods in Sam Shah’s multivariable calculus course, he instituted a class book club. The students started with the satirical science fiction novel \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/433567.Flatland?from_search=true\">\u003ci>\u003cspan style=\"font-weight: 400\">Flatland\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Edwin Abbott and later read several nonfiction texts about mathematicians and mathematical ideas. Book club meetings took place during a block of 30 to 40 minutes a few times per month, with a rotating pair of students leading each discussion.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the first year, Shah said, his biggest challenge was deciding how much to chime into the discussions. It’s as important to create a relaxed atmosphere for the meetings as it is to keep students focused on the text, he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright wp-image-50799 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Sam-Shah3-e1521228844641.jpg\" alt=\"\" width=\"250\" height=\"377\">During the second year of book club, he made an effort to intervene less often. “When I reflected upon what my goal was ... it wasn't to teach kids how to do close readings and feel like drudgery. The readings were picked to inspire kids to think, to have strong feelings about, to be curious about something mathematical that showed up, to see and think about math differently.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s what the readings did.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What I appreciated most is how humanizing our conversations were of mathematics — in terms of who was doing it — and how much curiosity students brought to the mathematical ideas they were exposed to.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One student, for example, used \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/6017518-the-calculus-of-friendship?ac=1&from_search=true\">\u003ci>\u003cspan style=\"font-weight: 400\">The Calculus of Friendship\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Steven Strogatz as the model for \u003c/span>\u003cspan style=\"font-weight: 400\">her final course project\u003c/span>\u003cspan style=\"font-weight: 400\">, in which she explored her identity and mathematical experiences using calculus concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although another schedule change this year forced Shah to drop book club from calculus, he has continued the club outside class with interested students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you have the time, it's a magical way to get kids to see mathematics through a number of different lenses,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-50800\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Discussion-Questions.png\" alt=\"\" width=\"772\" height=\"422\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/Discussion-Questions.png 772w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Discussion-Questions-160x87.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Discussion-Questions-768x420.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Discussion-Questions-240x131.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Discussion-Questions-375x205.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Discussion-Questions-520x284.png 520w\" sizes=\"(max-width: 772px) 100vw, 772px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shah created a \u003c/span>\u003ca href=\"https://docs.google.com/document/d/11SBRGwo8bj1uPYKeezNia8FOST1MZbBRK8dtp3ONwFU/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">list of titles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that would work well in a math book club, and \u003c/span>\u003cspan style=\"font-weight: 400\">Bezaire’s curriculum for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Curious Incident of the Dog in the Night-Time \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">is \u003c/span>\u003ca href=\"https://prealgebraone.wordpress.com/novel-studies/\">\u003cspan style=\"font-weight: 400\">available on his website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. MindShift asked the two teachers to share their advice for educators who want to try incorporating literature into their own math classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Tips for \u003c/b>\u003cb>\u003ci>Curious Incident\u003c/i>\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Lay the groundwork for the unit by communicating with parents, other teachers, administrators, students before diving in. There may be resistance: the book has been \u003c/span>\u003ca href=\"http://www.marshall.edu/library/bannedbooks/books/curiousincident.asp\">\u003cspan style=\"font-weight: 400\">removed from some schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because of profanity.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Stock up on throat lozenges or tea with honey. “I speak out loud in front of classes for a living, and it's still a stretch for me to read the book out loud four times per day,” Bezaire said.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Pre-read each day's reading passage to find teachable moments: clues, red herrings and math worth expanding on. Make notes in your copy of the novel to make things easier the second year.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Tips for math book club\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Bring snacks and drinks. Make the class feel like it is embarking upon something special and different.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Don't grade anything. Let it be fun and non-stressful.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Don't talk too much.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Have all kids come with two to four discussion points to share at the start of each book club. This allows everyone to know what others found interesting and see if there were any topics that the discussion leaders should definitely address.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Plan and lead the first book club to set an example of the structure and style.\u003c/span>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/50640/how-reading-novels-in-math-class-can-strengthen-student-engagement",
"authors": [
"11487"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_21088",
"mindshift_20564",
"mindshift_392"
],
"featImg": "mindshift_50785",
"label": "mindshift"
},
"mindshift_50593": {
"type": "posts",
"id": "mindshift_50593",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "50593",
"score": null,
"sort": [
1519371733000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1519371733,
"format": "standard",
"disqusTitle": "10 Books to Spark a Love of Math in Kids of All Ages",
"title": "10 Books to Spark a Love of Math in Kids of All Ages",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Math is at play in every sphere of our lives, from recipes to internet security to the electoral college. \u003c/span>\u003cspan style=\"font-weight: 400\">But \u003c/span>\u003cspan style=\"font-weight: 400\">that reality can be hard to convey through the drills, static numbers and strict rules that make up so much of K-12 math education. Educators have made strides to \u003ca href=\"https://ww2.kqed.org/mindshift/tag/math/\">engage students through math\u003c/a>. One way to bring the subject to life, according to a math research organization, is through literature.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Mathematics is very creative and playful and joyful,\" says Kirsten Bohl, a spokeswoman for the \u003ca href=\"https://www.msri.org\">Mathematical Sciences Research Institute\u003c/a>. \"Books connect with that sense of wonder and imagination and creativity.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To spotlight such books, MSRI created the \u003ca href=\"http://www.mathicalbooks.org/\">Mathical Book Prize\u003c/a> in 2015. Each year a panel of librarians, teachers, mathematicians and early childhood experts selects winners and honor books in five age categories. \u003ca href=\"http://www.mathicalbooks.org/\">This year’s picks\u003c/a> brings the full Mathical list to more than 50 titles that cross genres and formats, including picture books, graphic novels, biographies, and young adult novels. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What matters most, according to \u003ca href=\"http://www.math.wisc.edu/~ellenber/\">Jordan Ellenberg\u003c/a>, co-chair of the selection committee, is that the books succeed in communicating mathematical ideas or problems and also succeed as great books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Anybody can stick a lot of math in a book,” says Ellenberg, a University of Wisconsin professor of math who also holds a master’s degree in creative writing. “If it’s a bad book, it’s not going to interest kids.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The committee also looks for books touching on a range of interests. “A lot of kids don’t think of themselves as math people, but the intention of the award is to help kids understand that math is for everybody,” says Bohl.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below are 10 books on the Mathical list, including this year’s winners.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/34002095-baby-goes-to-market\">\u003cimg class=\"alignleft wp-image-50600\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Baby-Goes-to-market.jpg\" alt=\"\" width=\"250\" height=\"281\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Baby-Goes-to-market.jpg 577w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Baby-Goes-to-market-160x180.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Baby-Goes-to-market-240x270.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Baby-Goes-to-market-375x421.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Baby-Goes-to-market-520x584.jpg 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">\u003cstrong>\u003ca href=\"https://www.goodreads.com/book/show/34002095-baby-goes-to-market\">Baby Goes to Market\u003c/a>\u003c/strong>\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Written by Atinuke, illustrated by Angela Brooksbank\u003cbr>\nPre-K\u003cbr>\n\u003c/span>2018 Mathical prize winner\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a Nigerian outdoor market, Mama shops while Baby attracts edible gifts from the vendors. Baby eats one of each treat before adding the rest to the basket. When the basket gets heavy, Mama hurries home to feed “Poor Baby!” who’s “not had one single thing to eat.” According to Ellenberg, the math in a children’s book need not be announced in the title, but children should be able to recognize that it’s happening. For example, Fran Wilson, one of the other judges, shared that second-graders in her classroom pointed out the subtraction at play in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Goes to Market \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">without her prompting. “That's a sign of a real winning book,” says Wilson.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/18209408-have-you-seen-my-dragon\">\u003cimg class=\"alignleft wp-image-50606\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Have-you-seen-my-dragon.jpg\" alt=\"\" width=\"250\" height=\"222\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Have-you-seen-my-dragon.jpg 318w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Have-you-seen-my-dragon-160x142.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Have-you-seen-my-dragon-240x214.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">\u003cstrong>\u003ca href=\"https://www.goodreads.com/book/show/18209408-have-you-seen-my-dragon\">Have You Seen My Dragon?\u003c/a>\u003c/strong>\u003c/span>\u003cspan style=\"font-weight: 400\"> By Steve Light\u003cbr>\nPre-K\u003cbr>\n\u003c/span>2015 Mathical prize winner\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A child narrator searches high and low for his pet in this multilayered counting book. Children will enjoy spotting the roving dragon amid a richly detailed, pen-and-ink cityscape. They will also practice counting via a set of objects featured in spot color on each spread: two hot dogs, five water towers, 12 pigeons, and so on — up to the 20 lanterns in a final scene where the child and dragon are reunited.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/34541734-sheep-won-t-sleep\">\u003cimg class=\"alignleft wp-image-50609\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Sheep-Wont-Sleep.jpg\" alt=\"\" width=\"250\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Sheep-Wont-Sleep.jpg 204w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Sheep-Wont-Sleep-160x191.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/34541734-sheep-won-t-sleep\">\u003cstrong>Sheep Won't Sleep: Counting by 2's, 5's, and 10's\u003c/strong>\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\nWritten by Judy Cox, illustrated by Nina Cuneo\u003cbr>\nGrades K-2\u003cbr>\n\u003c/span>2018 Mathical prize winner\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clarissa tries all the usual tricks for falling asleep, including counting sheep. When that fails, the sheep suggest counting alpacas — this time in pairs. When that also fails, the alpacas recommend counting llamas — by fives. As the trend continues, Clarissa’s room fills up with woolly animals in bold colors and patterns. The comical storyline and bright illustrations will engage early elementary schoolers as they practice advanced counting skills.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/25937878-absolutely-one-thing\">\u003cimg class=\"alignleft wp-image-50602\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Absolutely-One-Thing.jpg\" alt=\"\" width=\"250\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Absolutely-One-Thing.jpg 456w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Absolutely-One-Thing-160x175.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Absolutely-One-Thing-240x263.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Absolutely-One-Thing-375x411.jpg 375w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/span>\u003c/i>\u003cstrong>\u003ca href=\"https://www.goodreads.com/book/show/25937878-absolutely-one-thing\">Absolutely One Thing \u003c/a>\u003c/strong>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">By Lauren Child\u003cbr>\nGrades K-2\u003cbr>\n\u003c/span>2017 Mathical prize winner\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Big brother Charlie guides little sister Lola through the rules of numbers as they trek to the store to pick out a toy. Younger readers will enjoy correcting Lola’s faulty number sense, while older readers can join Charlie in embedded calculations, such as: how many stickers does Lola have left after sticking five on the pavement, three on a tree, two on her shoes, one on her brother and one on the dog? (Answer: zero.) Although the pages are chock full of digits, a well-paced plot, sibling humor and funky illustrations make for a breezy read.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.goodreads.com/book/show/33154778-a-hundred-billion-trillion-stars\">\u003cimg class=\"alignleft wp-image-50611\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars.png 751w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-520x519.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.goodreads.com/book/show/33154778-a-hundred-billion-trillion-stars\">\u003cstrong>A Hundred Billion Trillion Stars\u003c/strong>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Written by Seth Fishman, illustrated by Isabel Greenberg\u003cbr>\nGrades 3-5\u003cb>\u003cbr>\n\u003c/b>\u003c/span>2018 Mathical prize winner\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do you convey the immensity of numbers like three hundred seventy billion billion? Writing 37 followed by 19 zeros likely won’t do the job. Instead, this book uses awe-inducing facts from the cosmos (a hundred billion trillion stars in the universe) and the ground beneath our feet (10 quadrillion ants on Earth) to explore scale and estimation. According to Ellenberg, literature can’t replace classroom instruction in the practice of math but books like this one can spark a “dizzy excitement” that’s also important to the learning process. “You can tell a kid there’s no largest number,\" he says. \"If they can feel it, that’s a different story.\"\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/23310720-secret-coders\">\u003cimg class=\"alignleft wp-image-50608\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Secret-Coders.jpg\" alt=\"\" width=\"250\" height=\"350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Secret-Coders.jpg 356w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Secret-Coders-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Secret-Coders-240x336.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/book/show/23310720-secret-coders\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Secret Coders #1: Get with the Program\u003c/strong>\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">Written by Gene Luen Yang, illustrated by Mike Holmes\u003cbr>\nGrades 3-5\u003cbr>\n\u003c/span>2016 Mathical prize winner\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hopper knows there’s something strange about her new school. When she and basketball star Eni team up to find out what, things turn out weirder than she imagined. Readers are introduced to the principles of programming through logic puzzles, a robotic turtle and creepy birds in this adventure-filled graphic novel from the 2016 National Ambassador for Young People’s Literature. The book is the first in a series. Mathical also offers an \u003c/span>\u003ca href=\"http://mathicalbooks.org/wp-content/uploads/2017/04/Mathical-Tip-Sheet-Secret-Coders.pdf\">\u003cspan style=\"font-weight: 400\">educator tip sheet for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Secret Coders.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.goodreads.com/book/show/26309813-giant-pumpkin-suite\">\u003cimg class=\"alignleft wp-image-50604\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Giant-Pumpkin-Suite.jpg\" alt=\"\" width=\"250\" height=\"366\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Giant-Pumpkin-Suite.jpg 318w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Giant-Pumpkin-Suite-160x234.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Giant-Pumpkin-Suite-240x352.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.goodreads.com/book/show/26309813-giant-pumpkin-suite\">\u003cstrong>Giant Pumpkin Suite\u003cbr>\n\u003c/strong>\u003c/a>\u003cspan style=\"font-weight: 400\">By Melanie Heuiser Hill\u003cbr>\nGrades 6-8\u003cbr>\n\u003c/span>2018 Mathical honor book*\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to presenting calculations, figures, and puzzles, another way for a book to be mathematical is by portraying characters who love and practice math. In \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Giant Pumpkin Suite\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, math and cello enthusiast Rose deals with literal and figurative growing pains as she joins her shorter, nonmusical twin brother in a project to grow a record-breaking pumpkin for the state fair. “We want kids to see mathematics but we also want kids to see mathematicians, because math is in the end a human activity,” says Ellenberg.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/22858940-really-big-numbers\">\u003cimg class=\"alignleft wp-image-50607\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Really-Big-Numbers.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Really-Big-Numbers.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Really-Big-Numbers-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Really-Big-Numbers-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Really-Big-Numbers-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Really-Big-Numbers-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Really-Big-Numbers-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Really-Big-Numbers-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Really-Big-Numbers-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Really-Big-Numbers-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">\u003cstrong>\u003ca href=\"https://www.goodreads.com/book/show/22858940-really-big-numbers\">Really Big Numbers\u003c/a>\u003c/strong>\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\nBy Richard Evan Schwartz\u003cbr>\nGrades 6-8\u003cbr>\n\u003c/span>2015 Mathical prize winner\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With frank, funny narration Schwartz takes readers on a numerical journey that begins at one and proceeds through mind-bogglingly large figures — but still ends very far from infinity. Complex ideas are tackled through everyday objects and patterns in whimsical, geometric drawings. Unanswered questions on some spreads will encourage readers to keep pondering and calculating after putting the book down. Mathical also provides an educator \u003ca href=\"http://mathicalbooks.org/wp-content/uploads/2015/10/Really-Big-Numbers-grades-3-5.pdf\">tip sheet\u003c/a> for this book. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.goodreads.com/book/show/30840370-hidden-figures\">\u003cimg class=\"alignleft wp-image-50605\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Hidden-Figures.png\" alt=\"\" width=\"250\" height=\"363\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Hidden-Figures.png 220w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Hidden-Figures-160x232.png 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.goodreads.com/book/show/30840370-hidden-figures\">\u003cstrong>Hidden Figures: The American Dream and the Untold Story of the Black Women Mathematicians Who Helped Win the Space Race\u003c/strong>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\nBy Margot Lee Shetterly\u003cbr>\nGrades 9-12\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">2018 Mathical honor book*\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Better known as one 2017’s hit movies, Hidden Figures tells the inspiring story of African-African women “computers” whose brains and grit helped launch NASA astronauts into orbit. With more depth than the film, this book illuminates the interconnections between math, careers and social history. A \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/book-reviews/hidden-figures-young-readers-edition\">\u003cspan style=\"font-weight: 400\">young readers’ edition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a \u003c/span>\u003ca href=\"https://www.amazon.com/Hidden-Figures-Story-Black-Women/dp/0062742469/ref=sr_1_4?ie=UTF8&qid=1518807007&sr=8-4&keywords=hidden+figures&dpID=610nZiMUWlL&preST=_SX218_BO1,204,203,200_QL40_&dpSrc=srch\">\u003cspan style=\"font-weight: 400\">picture book version\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also are available.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.goodreads.com/book/show/25689033-genius\">\u003cimg class=\"alignleft wp-image-50612\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Genius-The-Game.jpg\" alt=\"\" width=\"250\" height=\"377\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Genius-The-Game.jpg 204w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Genius-The-Game-160x242.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Genius: The Game\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cbr>\nBy Leopoldo Gout\u003cbr>\nGrades 9-12\u003cbr>\n\u003c/span>2017 Mathical prize winner\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three online friends and tech prodigies from diverse parts of the world connect in real life during a high-stakes global tech challenge. Together they embark on a quest not only to win “the Game” but also to solve their individual problems: Rex is searching for his missing brother, Tunde is on the run from a military warlord, and Painted Wolf must conceal her identity after exposing corrupt Chinese officials. Told in realistic, rotating voices and filled with suspensful plot twists, this book will grip teenage readers regardless of their prior interest in coding or programming.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">*The Mathical selection committee did not name winners for middle or high school grades this year. According to Bohl, that decision reflects the lack of frontlist titles that were submitted by publishers for the older age groups.\u003c/span>\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "50593 https://ww2.kqed.org/mindshift/?p=50593",
"disqusUrl": "https://ww2.kqed.org/mindshift/2018/02/22/10-books-to-spark-a-love-of-math-in-kids-of-all-ages/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1432,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 32
},
"modified": 1598022902,
"excerpt": "A math research organization curates a list of \"Mathical\" books each year that have great stories featuring math for students of all ages. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "A math research organization curates a list of "Mathical" books each year that have great stories featuring math for students of all ages. ",
"title": "10 Books to Spark a Love of Math in Kids of All Ages - MindShift",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "10 Books to Spark a Love of Math in Kids of All Ages",
"datePublished": "2018-02-22T23:42:13-08:00",
"dateModified": "2020-08-21T08:15:02-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "10-books-to-spark-a-love-of-math-in-kids-of-all-ages",
"status": "publish",
"path": "/mindshift/50593/10-books-to-spark-a-love-of-math-in-kids-of-all-ages",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Math is at play in every sphere of our lives, from recipes to internet security to the electoral college. \u003c/span>\u003cspan style=\"font-weight: 400\">But \u003c/span>\u003cspan style=\"font-weight: 400\">that reality can be hard to convey through the drills, static numbers and strict rules that make up so much of K-12 math education. Educators have made strides to \u003ca href=\"https://ww2.kqed.org/mindshift/tag/math/\">engage students through math\u003c/a>. One way to bring the subject to life, according to a math research organization, is through literature.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Mathematics is very creative and playful and joyful,\" says Kirsten Bohl, a spokeswoman for the \u003ca href=\"https://www.msri.org\">Mathematical Sciences Research Institute\u003c/a>. \"Books connect with that sense of wonder and imagination and creativity.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To spotlight such books, MSRI created the \u003ca href=\"http://www.mathicalbooks.org/\">Mathical Book Prize\u003c/a> in 2015. Each year a panel of librarians, teachers, mathematicians and early childhood experts selects winners and honor books in five age categories. \u003ca href=\"http://www.mathicalbooks.org/\">This year’s picks\u003c/a> brings the full Mathical list to more than 50 titles that cross genres and formats, including picture books, graphic novels, biographies, and young adult novels. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What matters most, according to \u003ca href=\"http://www.math.wisc.edu/~ellenber/\">Jordan Ellenberg\u003c/a>, co-chair of the selection committee, is that the books succeed in communicating mathematical ideas or problems and also succeed as great books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Anybody can stick a lot of math in a book,” says Ellenberg, a University of Wisconsin professor of math who also holds a master’s degree in creative writing. “If it’s a bad book, it’s not going to interest kids.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The committee also looks for books touching on a range of interests. “A lot of kids don’t think of themselves as math people, but the intention of the award is to help kids understand that math is for everybody,” says Bohl.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below are 10 books on the Mathical list, including this year’s winners.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/34002095-baby-goes-to-market\">\u003cimg class=\"alignleft wp-image-50600\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Baby-Goes-to-market.jpg\" alt=\"\" width=\"250\" height=\"281\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Baby-Goes-to-market.jpg 577w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Baby-Goes-to-market-160x180.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Baby-Goes-to-market-240x270.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Baby-Goes-to-market-375x421.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Baby-Goes-to-market-520x584.jpg 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">\u003cstrong>\u003ca href=\"https://www.goodreads.com/book/show/34002095-baby-goes-to-market\">Baby Goes to Market\u003c/a>\u003c/strong>\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Written by Atinuke, illustrated by Angela Brooksbank\u003cbr>\nPre-K\u003cbr>\n\u003c/span>2018 Mathical prize winner\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a Nigerian outdoor market, Mama shops while Baby attracts edible gifts from the vendors. Baby eats one of each treat before adding the rest to the basket. When the basket gets heavy, Mama hurries home to feed “Poor Baby!” who’s “not had one single thing to eat.” According to Ellenberg, the math in a children’s book need not be announced in the title, but children should be able to recognize that it’s happening. For example, Fran Wilson, one of the other judges, shared that second-graders in her classroom pointed out the subtraction at play in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Goes to Market \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">without her prompting. “That's a sign of a real winning book,” says Wilson.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/18209408-have-you-seen-my-dragon\">\u003cimg class=\"alignleft wp-image-50606\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Have-you-seen-my-dragon.jpg\" alt=\"\" width=\"250\" height=\"222\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Have-you-seen-my-dragon.jpg 318w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Have-you-seen-my-dragon-160x142.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Have-you-seen-my-dragon-240x214.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">\u003cstrong>\u003ca href=\"https://www.goodreads.com/book/show/18209408-have-you-seen-my-dragon\">Have You Seen My Dragon?\u003c/a>\u003c/strong>\u003c/span>\u003cspan style=\"font-weight: 400\"> By Steve Light\u003cbr>\nPre-K\u003cbr>\n\u003c/span>2015 Mathical prize winner\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A child narrator searches high and low for his pet in this multilayered counting book. Children will enjoy spotting the roving dragon amid a richly detailed, pen-and-ink cityscape. They will also practice counting via a set of objects featured in spot color on each spread: two hot dogs, five water towers, 12 pigeons, and so on — up to the 20 lanterns in a final scene where the child and dragon are reunited.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/34541734-sheep-won-t-sleep\">\u003cimg class=\"alignleft wp-image-50609\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Sheep-Wont-Sleep.jpg\" alt=\"\" width=\"250\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Sheep-Wont-Sleep.jpg 204w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Sheep-Wont-Sleep-160x191.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/34541734-sheep-won-t-sleep\">\u003cstrong>Sheep Won't Sleep: Counting by 2's, 5's, and 10's\u003c/strong>\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\nWritten by Judy Cox, illustrated by Nina Cuneo\u003cbr>\nGrades K-2\u003cbr>\n\u003c/span>2018 Mathical prize winner\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clarissa tries all the usual tricks for falling asleep, including counting sheep. When that fails, the sheep suggest counting alpacas — this time in pairs. When that also fails, the alpacas recommend counting llamas — by fives. As the trend continues, Clarissa’s room fills up with woolly animals in bold colors and patterns. The comical storyline and bright illustrations will engage early elementary schoolers as they practice advanced counting skills.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/25937878-absolutely-one-thing\">\u003cimg class=\"alignleft wp-image-50602\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Absolutely-One-Thing.jpg\" alt=\"\" width=\"250\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Absolutely-One-Thing.jpg 456w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Absolutely-One-Thing-160x175.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Absolutely-One-Thing-240x263.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Absolutely-One-Thing-375x411.jpg 375w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/span>\u003c/i>\u003cstrong>\u003ca href=\"https://www.goodreads.com/book/show/25937878-absolutely-one-thing\">Absolutely One Thing \u003c/a>\u003c/strong>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">By Lauren Child\u003cbr>\nGrades K-2\u003cbr>\n\u003c/span>2017 Mathical prize winner\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Big brother Charlie guides little sister Lola through the rules of numbers as they trek to the store to pick out a toy. Younger readers will enjoy correcting Lola’s faulty number sense, while older readers can join Charlie in embedded calculations, such as: how many stickers does Lola have left after sticking five on the pavement, three on a tree, two on her shoes, one on her brother and one on the dog? (Answer: zero.) Although the pages are chock full of digits, a well-paced plot, sibling humor and funky illustrations make for a breezy read.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.goodreads.com/book/show/33154778-a-hundred-billion-trillion-stars\">\u003cimg class=\"alignleft wp-image-50611\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars.png 751w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-520x519.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/A-Hundred-Billion-Trillion-Stars-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.goodreads.com/book/show/33154778-a-hundred-billion-trillion-stars\">\u003cstrong>A Hundred Billion Trillion Stars\u003c/strong>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Written by Seth Fishman, illustrated by Isabel Greenberg\u003cbr>\nGrades 3-5\u003cb>\u003cbr>\n\u003c/b>\u003c/span>2018 Mathical prize winner\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do you convey the immensity of numbers like three hundred seventy billion billion? Writing 37 followed by 19 zeros likely won’t do the job. Instead, this book uses awe-inducing facts from the cosmos (a hundred billion trillion stars in the universe) and the ground beneath our feet (10 quadrillion ants on Earth) to explore scale and estimation. According to Ellenberg, literature can’t replace classroom instruction in the practice of math but books like this one can spark a “dizzy excitement” that’s also important to the learning process. “You can tell a kid there’s no largest number,\" he says. \"If they can feel it, that’s a different story.\"\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/23310720-secret-coders\">\u003cimg class=\"alignleft wp-image-50608\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Secret-Coders.jpg\" alt=\"\" width=\"250\" height=\"350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Secret-Coders.jpg 356w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Secret-Coders-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Secret-Coders-240x336.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/span>\u003c/i>\u003ca href=\"https://www.goodreads.com/book/show/23310720-secret-coders\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Secret Coders #1: Get with the Program\u003c/strong>\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">Written by Gene Luen Yang, illustrated by Mike Holmes\u003cbr>\nGrades 3-5\u003cbr>\n\u003c/span>2016 Mathical prize winner\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hopper knows there’s something strange about her new school. When she and basketball star Eni team up to find out what, things turn out weirder than she imagined. Readers are introduced to the principles of programming through logic puzzles, a robotic turtle and creepy birds in this adventure-filled graphic novel from the 2016 National Ambassador for Young People’s Literature. The book is the first in a series. Mathical also offers an \u003c/span>\u003ca href=\"http://mathicalbooks.org/wp-content/uploads/2017/04/Mathical-Tip-Sheet-Secret-Coders.pdf\">\u003cspan style=\"font-weight: 400\">educator tip sheet for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Secret Coders.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.goodreads.com/book/show/26309813-giant-pumpkin-suite\">\u003cimg class=\"alignleft wp-image-50604\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Giant-Pumpkin-Suite.jpg\" alt=\"\" width=\"250\" height=\"366\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Giant-Pumpkin-Suite.jpg 318w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Giant-Pumpkin-Suite-160x234.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Giant-Pumpkin-Suite-240x352.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.goodreads.com/book/show/26309813-giant-pumpkin-suite\">\u003cstrong>Giant Pumpkin Suite\u003cbr>\n\u003c/strong>\u003c/a>\u003cspan style=\"font-weight: 400\">By Melanie Heuiser Hill\u003cbr>\nGrades 6-8\u003cbr>\n\u003c/span>2018 Mathical honor book*\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to presenting calculations, figures, and puzzles, another way for a book to be mathematical is by portraying characters who love and practice math. In \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Giant Pumpkin Suite\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, math and cello enthusiast Rose deals with literal and figurative growing pains as she joins her shorter, nonmusical twin brother in a project to grow a record-breaking pumpkin for the state fair. “We want kids to see mathematics but we also want kids to see mathematicians, because math is in the end a human activity,” says Ellenberg.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/22858940-really-big-numbers\">\u003cimg class=\"alignleft wp-image-50607\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Really-Big-Numbers.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Really-Big-Numbers.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Really-Big-Numbers-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Really-Big-Numbers-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Really-Big-Numbers-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Really-Big-Numbers-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Really-Big-Numbers-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Really-Big-Numbers-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Really-Big-Numbers-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Really-Big-Numbers-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">\u003cstrong>\u003ca href=\"https://www.goodreads.com/book/show/22858940-really-big-numbers\">Really Big Numbers\u003c/a>\u003c/strong>\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\nBy Richard Evan Schwartz\u003cbr>\nGrades 6-8\u003cbr>\n\u003c/span>2015 Mathical prize winner\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With frank, funny narration Schwartz takes readers on a numerical journey that begins at one and proceeds through mind-bogglingly large figures — but still ends very far from infinity. Complex ideas are tackled through everyday objects and patterns in whimsical, geometric drawings. Unanswered questions on some spreads will encourage readers to keep pondering and calculating after putting the book down. Mathical also provides an educator \u003ca href=\"http://mathicalbooks.org/wp-content/uploads/2015/10/Really-Big-Numbers-grades-3-5.pdf\">tip sheet\u003c/a> for this book. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.goodreads.com/book/show/30840370-hidden-figures\">\u003cimg class=\"alignleft wp-image-50605\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Hidden-Figures.png\" alt=\"\" width=\"250\" height=\"363\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Hidden-Figures.png 220w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Hidden-Figures-160x232.png 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.goodreads.com/book/show/30840370-hidden-figures\">\u003cstrong>Hidden Figures: The American Dream and the Untold Story of the Black Women Mathematicians Who Helped Win the Space Race\u003c/strong>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\nBy Margot Lee Shetterly\u003cbr>\nGrades 9-12\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">2018 Mathical honor book*\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Better known as one 2017’s hit movies, Hidden Figures tells the inspiring story of African-African women “computers” whose brains and grit helped launch NASA astronauts into orbit. With more depth than the film, this book illuminates the interconnections between math, careers and social history. A \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/book-reviews/hidden-figures-young-readers-edition\">\u003cspan style=\"font-weight: 400\">young readers’ edition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a \u003c/span>\u003ca href=\"https://www.amazon.com/Hidden-Figures-Story-Black-Women/dp/0062742469/ref=sr_1_4?ie=UTF8&qid=1518807007&sr=8-4&keywords=hidden+figures&dpID=610nZiMUWlL&preST=_SX218_BO1,204,203,200_QL40_&dpSrc=srch\">\u003cspan style=\"font-weight: 400\">picture book version\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also are available.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.goodreads.com/book/show/25689033-genius\">\u003cimg class=\"alignleft wp-image-50612\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Genius-The-Game.jpg\" alt=\"\" width=\"250\" height=\"377\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Genius-The-Game.jpg 204w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Genius-The-Game-160x242.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Genius: The Game\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cbr>\nBy Leopoldo Gout\u003cbr>\nGrades 9-12\u003cbr>\n\u003c/span>2017 Mathical prize winner\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three online friends and tech prodigies from diverse parts of the world connect in real life during a high-stakes global tech challenge. Together they embark on a quest not only to win “the Game” but also to solve their individual problems: Rex is searching for his missing brother, Tunde is on the run from a military warlord, and Painted Wolf must conceal her identity after exposing corrupt Chinese officials. Told in realistic, rotating voices and filled with suspensful plot twists, this book will grip teenage readers regardless of their prior interest in coding or programming.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">*The Mathical selection committee did not name winners for middle or high school grades this year. According to Bohl, that decision reflects the lack of frontlist titles that were submitted by publishers for the older age groups.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/50593/10-books-to-spark-a-love-of-math-in-kids-of-all-ages",
"authors": [
"11487"
],
"categories": [
"mindshift_192",
"mindshift_193"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_392",
"mindshift_21173",
"mindshift_21172"
],
"featImg": "mindshift_50614",
"label": "mindshift"
},
"mindshift_49042": {
"type": "posts",
"id": "mindshift_49042",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "49042",
"score": null,
"sort": [
1504591502000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1504591502,
"format": "standard",
"disqusTitle": "How the Google Suite Can Enhance Open-Ended Math Exploration",
"title": "How the Google Suite Can Enhance Open-Ended Math Exploration",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Stanford education professor Jo Boaler’s message about teaching math in visual ways that don’t emphasize one right procedure has become a rallying cry for many math educators ready for a seismic shift in how American schools teach mathematics. But \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\" rel=\"noopener noreferrer\">her ideas\u003c/a> also challenge much of what has been done in classrooms for decades, including the ways that current teachers and parents learned themselves. \u003ca href=\"http://alicekeeler.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Alice Keeler\u003c/a> is one of the converted, despite the fact she taught math traditionally for many years.\u003c/p>\n\u003cp>“I was a math teacher, and I’ll be honest,\" Keeler said, \"I didn’t teach it to be creative.\" She always felt pressure to move more quickly through the curriculum. Every day brought a new topic, whether or not students had deeply understood what came before. When Keeler read Boaler’s book, \u003cem>\u003ca href=\"https://www.goodreads.com/book/show/26067736-mathematical-mindsets\" target=\"_blank\" rel=\"noopener noreferrer\">Mathematical Mindsets\u003c/a>\u003c/em>, she saw herself as a young student in much of what Boaler described. With tears in her eyes, she told a group of educators at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE)\u003c/a> that since fourth grade she secretly thought she was dumb because she couldn’t pass timed math tests. Boaler’s message that fast is not the same thing as smart was liberating to her as a person and as a math teacher.\u003c/p>\n\u003cp>“When we work on a math problem, any type of problem, there are five different pathways in the brain that light up and are working,” Boaler said by video call at the same presentation. “Two of them are visual.” She argues that much of traditional math teaching focuses on numerical representations, teachers demonstrating procedures, and memorization, when it would be more effective to try to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/21/what-neuroscience-can-tell-us-about-making-fractions-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">strengthen connections between the various parts of the brain\u003c/a> needed when working on math.\u003c/p>\n\u003cp>“That comes about by showing information in different ways,” Boaler said. Representations of math problems using words, images and numbers each use different parts of the brain, so the concept gets hardwired in a neural network drawing on multiple brain faculties instead of one numerical pathway.\u003c/p>\n\u003cp>“The least likely way of helping kids have those brain connections is having kids sit and listen to lectures,” Boaler said. That doesn’t mean all math classes need to be project-based or that direct instruction is always bad, but when lecture is the default classroom mode, it doesn’t require students to use their brains to make sense of the new ideas.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Boaler’s website \u003ca href=\"https://www.youcubed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">YouCubed\u003c/a> has many \u003ca href=\"https://www.youcubed.org/tasks/\" target=\"_blank\" rel=\"noopener noreferrer\">activities\u003c/a> to help teachers learn to open up the exploration of math from one of closed questions with a right and wrong answer, to one where \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/05/five-ways-to-shift-teaching-practice-so-students-feel-less-math-anxious/\" target=\"_blank\" rel=\"noopener noreferrer\">different ways of seeing and articulating math \u003c/a>are valued. When teachers ask students to explain why their thinking makes sense, students are forced to articulate their thought process, how it compares and contrasts to ideas peers have shared, and in doing so may help the teacher identify any \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/18/getting-inside-students-minds-why-misconceptions-are-so-powerful/\" target=\"_blank\" rel=\"noopener noreferrer\">misconceptions\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/129139086?title=0&byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A simple example of opening up math in this way starts with a closed question: Divide one by two-thirds. But rather than asking students to apply a rule, ask students to come up with a visual proof. “What happens is the kids have these amazing discussions with different visual proofs, and it’s such a great way of taking a very closed question and opening it up,” Boaler said.\u003c/p>\n\u003cp>As a math teacher Alice Keeler loves the ideas on YouCubed and readily admits most of them can be done without technology. However, Keeler sees many ways that technology could enhance the visual and collaboration elements of the work, so she has adapted several YouCubed activities for the Google Suite. While Keeler spent 14 years in the classroom, she now has her own consulting business and teaches at California State University Fresno. She also co-wrote \u003ca href=\"http://alicekeeler.com/google-classroom/\">two books on using Google Classroom\u003c/a> with Libbi Miller: \u003cem>50 Things You Can Do with Google Classroom\u003c/em> and \u003cem>50 Things To Go Further With Google Classroom.\u003c/em>\u003c/p>\n\u003cp>“It’s not about being digital and it’s not about being paperless,” Keeler said. “That doesn’t make learning better. But collaboration does.” She likes doing open-ended math activities in Google Slides because each student can play with visual representations, give feedback to peers, and receive ongoing feedback from the teacher. She usually makes blank slides and gives editing power to students.\u003c/p>\n\u003cp>“I ask each student to add their own slides explaining how they did it, how they visualized it, and we’re all doing it together in the Google Slides,” Keeler said. She’s found that when students can see how a peer visualized the problem, they then reflect on different approaches. She also values her ability to comment in real time with students because it becomes a conversation, not a static comment on returned work that the student may or may not look at again.\u003c/p>\n\u003cp>“I can have conversations with them around the ideas and help them to develop their thinking rather than just marking things right and wrong,” Keeler said. A math teacher who isn’t using G-Suite in class could also have these kinds of formative conversations by circling the room and talking with students working in groups, but Keeler likes using the technology because she can easily see how each individual is thinking about the problem. And students can interact with one another’s ideas, even when they aren’t physically in her class.\u003c/p>\n\u003cfigure id=\"attachment_49164\" class=\"wp-caption alignnone\" style=\"max-width: 754px\">\u003cimg class=\"wp-image-49164 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/how-close-to-100.jpg\" alt='An adaptation of the <a href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"</a> YouCubed activity that can be done in Google Sheets. (<a href=\"http://alicekeeler.com/\">Alice Keeler</a>' width=\"754\" height=\"424\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100.jpg 754w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-520x292.jpg 520w\" sizes=\"(max-width: 754px) 100vw, 754px\">\u003cfigcaption class=\"wp-caption-text\">An adaptation of the \u003ca href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"\u003c/a> YouCubed activity that can be done in Google Sheets. (\u003ca href=\"http://alicekeeler.com/\">Alice Keeler)\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Keeler often tells students not to delete mistakes from the slides, instead telling them to duplicate the slide and keep working. That way she can see the progression of their thinking. This also helps students to see how far they’ve come.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.youcubed.org/tasks/the-four-4s/\" target=\"_blank\" rel=\"noopener noreferrer\">popular YouCubed problem \u003c/a>asks students to take exactly four 4s and use any combination of operations to come up with the numbers 1-20. Keeler often \u003ca href=\"http://www.alicekeeler.com/four4s\" target=\"_blank\" rel=\"noopener noreferrer\">does this in Google Slides\u003c/a>, where each slide is a place for students to show how they combined four 4s to get “1” and then on the next slide the work for “2,” etc.\u003c/p>\n\u003cp>She likes working in Google Slides because students can add media or even do work on paper and upload an image. This gives different types of learners options. Students with disabilities or who benefit from speech-to-text help can also participate using \u003ca href=\"https://chrome.google.com/webstore/detail/equatio-math-made-digital/hjngolefdpdnooamgdldlkjgmdcmcjnc?hl=en-US\" target=\"_blank\" rel=\"noopener noreferrer\">EquatIO\u003c/a>, a Chrome add-on that has voice typing capabilities, as well as handwriting recognition. EquatIO used to be g(Math), and now also makes it possible to use math symbols in slides and other Google apps.\u003c/p>\n\u003cfigure id=\"attachment_49170\" class=\"wp-caption alignnone\" style=\"max-width: 753px\">\u003cimg class=\"size-full wp-image-49170\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/pixelart-math-1.jpg\" alt=\"\" width=\"753\" height=\"421\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1.jpg 753w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-160x89.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-240x134.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-375x210.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-520x291.jpg 520w\" sizes=\"(max-width: 753px) 100vw, 753px\">\u003cfigcaption class=\"wp-caption-text\">Alice Keeler adapted a YouCubed activity, asking students to visualize the math using pixel art. \u003ccite>(\u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\">Alice Keeler\u003c/a> )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another popular YouCubed activity asks students to visualize division by divvying up a pan of brownies equally among friends. Keeler does this activity in \u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\" target=\"_blank\" rel=\"noopener noreferrer\">a spreadsheet\u003c/a>, and often asks students to create their own brownie pans -- their own problems -- in the next tab. “It allows them to experiment and play,” she said.\u003c/p>\n\u003cp>Keeler has become something of an \u003ca href=\"http://alicekeeler.com/2016/02/10/teaching-math-with-google-googlemath/\" target=\"_blank\" rel=\"noopener noreferrer\">evangelist for technology in math classrooms\u003c/a>, learning how to set up conditional statements and even simple code in Google Sheets to aid her purposes (she also shares these ideas regularly on \u003ca href=\"http://@alicekeeler\" target=\"_blank\" rel=\"noopener noreferrer\">Twitter\u003c/a>, including activity templates). Over time her teaching evolved and by the time she left the K-12 classroom she had upended some of the practices she once considered fundamental, like assigning \u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/16/parents-wonder-why-so-much-homework/\" target=\"_blank\" rel=\"noopener noreferrer\">homework\u003c/a>.\u003c/p>\n\u003cp>One of the most controversial ideas in math education revolves around \u003ca href=\"https://ww2.kqed.org/mindshift/2013/02/22/can-repetitive-exercises-actually-feed-the-creative-process/\" target=\"_blank\" rel=\"noopener noreferrer\">how, when and how much students should practice\u003c/a>. Many teachers believe it is important for students to do homework so they can practice new concepts learned in class. Boaler agrees that practice is important, but doesn’t think that requires doing the same type of rote problem over and over. Boaler explained this to her daughter’s teacher and was pleasantly surprised at how she used the feedback. After their discussion, the teacher started giving students four problems to practice the calculations and then asked them to represent the concept some other way. They could write a story, make a drawing or come up with something else. The key was showing their knowledge in different ways.\u003c/p>\n\u003cp>Many elementary school educators are willing to consider that homework is not necessary for the young learners they teach, but far fewer high school teachers agree. Keeler taught Algebra and AP Statistics when she was in the classroom. She found that “the only kids who did the homework were the ones who didn’t need to,” so she stopped assigning homework. “It didn’t make a lick of difference” in terms of achievement, she said, but kids started enjoying class more. When she eliminated homework, Keeler found she had much more positive relationships with students and parents, a benefit that far outweighed what she called the “marginal gains of more rote practice.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ultimately both Keeler and Boaler hope that by making math a subject that’s about \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/18/what-can-we-learn-from-countries-that-effectively-teach-math/\" target=\"_blank\" rel=\"noopener noreferrer\">ideas, discussion, differing viewpoints \u003c/a>and visual representations, students will learn they can not only do math, but excel at it. Too many students don’t feel that way now, which is why teachers are beginning to see the need for a new approach.\u003c/p>\n\n",
"disqusIdentifier": "49042 https://ww2.kqed.org/mindshift/?p=49042",
"disqusUrl": "https://ww2.kqed.org/mindshift/2017/09/04/how-the-google-suite-can-enhance-open-ended-math-exploration/",
"stats": {
"hasVideo": true,
"hasChartOrMap": true,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1597,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [
"https://player.vimeo.com/video/129139086"
],
"paragraphCount": 22
},
"modified": 1504640165,
"excerpt": "Math educator Alice Keeler teams up with Stanford math education professor Jo Boaler to look at how open-ended math tasks can be enhanced with technology.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Math educator Alice Keeler teams up with Stanford math education professor Jo Boaler to look at how open-ended math tasks can be enhanced with technology.",
"title": "How the Google Suite Can Enhance Open-Ended Math Exploration | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How the Google Suite Can Enhance Open-Ended Math Exploration",
"datePublished": "2017-09-04T23:05:02-07:00",
"dateModified": "2017-09-05T12:36:05-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-the-google-suite-can-enhance-open-ended-math-exploration",
"status": "publish",
"path": "/mindshift/49042/how-the-google-suite-can-enhance-open-ended-math-exploration",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Stanford education professor Jo Boaler’s message about teaching math in visual ways that don’t emphasize one right procedure has become a rallying cry for many math educators ready for a seismic shift in how American schools teach mathematics. But \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\" rel=\"noopener noreferrer\">her ideas\u003c/a> also challenge much of what has been done in classrooms for decades, including the ways that current teachers and parents learned themselves. \u003ca href=\"http://alicekeeler.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Alice Keeler\u003c/a> is one of the converted, despite the fact she taught math traditionally for many years.\u003c/p>\n\u003cp>“I was a math teacher, and I’ll be honest,\" Keeler said, \"I didn’t teach it to be creative.\" She always felt pressure to move more quickly through the curriculum. Every day brought a new topic, whether or not students had deeply understood what came before. When Keeler read Boaler’s book, \u003cem>\u003ca href=\"https://www.goodreads.com/book/show/26067736-mathematical-mindsets\" target=\"_blank\" rel=\"noopener noreferrer\">Mathematical Mindsets\u003c/a>\u003c/em>, she saw herself as a young student in much of what Boaler described. With tears in her eyes, she told a group of educators at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE)\u003c/a> that since fourth grade she secretly thought she was dumb because she couldn’t pass timed math tests. Boaler’s message that fast is not the same thing as smart was liberating to her as a person and as a math teacher.\u003c/p>\n\u003cp>“When we work on a math problem, any type of problem, there are five different pathways in the brain that light up and are working,” Boaler said by video call at the same presentation. “Two of them are visual.” She argues that much of traditional math teaching focuses on numerical representations, teachers demonstrating procedures, and memorization, when it would be more effective to try to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/21/what-neuroscience-can-tell-us-about-making-fractions-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">strengthen connections between the various parts of the brain\u003c/a> needed when working on math.\u003c/p>\n\u003cp>“That comes about by showing information in different ways,” Boaler said. Representations of math problems using words, images and numbers each use different parts of the brain, so the concept gets hardwired in a neural network drawing on multiple brain faculties instead of one numerical pathway.\u003c/p>\n\u003cp>“The least likely way of helping kids have those brain connections is having kids sit and listen to lectures,” Boaler said. That doesn’t mean all math classes need to be project-based or that direct instruction is always bad, but when lecture is the default classroom mode, it doesn’t require students to use their brains to make sense of the new ideas.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Boaler’s website \u003ca href=\"https://www.youcubed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">YouCubed\u003c/a> has many \u003ca href=\"https://www.youcubed.org/tasks/\" target=\"_blank\" rel=\"noopener noreferrer\">activities\u003c/a> to help teachers learn to open up the exploration of math from one of closed questions with a right and wrong answer, to one where \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/05/five-ways-to-shift-teaching-practice-so-students-feel-less-math-anxious/\" target=\"_blank\" rel=\"noopener noreferrer\">different ways of seeing and articulating math \u003c/a>are valued. When teachers ask students to explain why their thinking makes sense, students are forced to articulate their thought process, how it compares and contrasts to ideas peers have shared, and in doing so may help the teacher identify any \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/18/getting-inside-students-minds-why-misconceptions-are-so-powerful/\" target=\"_blank\" rel=\"noopener noreferrer\">misconceptions\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/129139086?title=0&byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A simple example of opening up math in this way starts with a closed question: Divide one by two-thirds. But rather than asking students to apply a rule, ask students to come up with a visual proof. “What happens is the kids have these amazing discussions with different visual proofs, and it’s such a great way of taking a very closed question and opening it up,” Boaler said.\u003c/p>\n\u003cp>As a math teacher Alice Keeler loves the ideas on YouCubed and readily admits most of them can be done without technology. However, Keeler sees many ways that technology could enhance the visual and collaboration elements of the work, so she has adapted several YouCubed activities for the Google Suite. While Keeler spent 14 years in the classroom, she now has her own consulting business and teaches at California State University Fresno. She also co-wrote \u003ca href=\"http://alicekeeler.com/google-classroom/\">two books on using Google Classroom\u003c/a> with Libbi Miller: \u003cem>50 Things You Can Do with Google Classroom\u003c/em> and \u003cem>50 Things To Go Further With Google Classroom.\u003c/em>\u003c/p>\n\u003cp>“It’s not about being digital and it’s not about being paperless,” Keeler said. “That doesn’t make learning better. But collaboration does.” She likes doing open-ended math activities in Google Slides because each student can play with visual representations, give feedback to peers, and receive ongoing feedback from the teacher. She usually makes blank slides and gives editing power to students.\u003c/p>\n\u003cp>“I ask each student to add their own slides explaining how they did it, how they visualized it, and we’re all doing it together in the Google Slides,” Keeler said. She’s found that when students can see how a peer visualized the problem, they then reflect on different approaches. She also values her ability to comment in real time with students because it becomes a conversation, not a static comment on returned work that the student may or may not look at again.\u003c/p>\n\u003cp>“I can have conversations with them around the ideas and help them to develop their thinking rather than just marking things right and wrong,” Keeler said. A math teacher who isn’t using G-Suite in class could also have these kinds of formative conversations by circling the room and talking with students working in groups, but Keeler likes using the technology because she can easily see how each individual is thinking about the problem. And students can interact with one another’s ideas, even when they aren’t physically in her class.\u003c/p>\n\u003cfigure id=\"attachment_49164\" class=\"wp-caption alignnone\" style=\"max-width: 754px\">\u003cimg class=\"wp-image-49164 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/how-close-to-100.jpg\" alt='An adaptation of the <a href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"</a> YouCubed activity that can be done in Google Sheets. (<a href=\"http://alicekeeler.com/\">Alice Keeler</a>' width=\"754\" height=\"424\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100.jpg 754w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-520x292.jpg 520w\" sizes=\"(max-width: 754px) 100vw, 754px\">\u003cfigcaption class=\"wp-caption-text\">An adaptation of the \u003ca href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"\u003c/a> YouCubed activity that can be done in Google Sheets. (\u003ca href=\"http://alicekeeler.com/\">Alice Keeler)\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Keeler often tells students not to delete mistakes from the slides, instead telling them to duplicate the slide and keep working. That way she can see the progression of their thinking. This also helps students to see how far they’ve come.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.youcubed.org/tasks/the-four-4s/\" target=\"_blank\" rel=\"noopener noreferrer\">popular YouCubed problem \u003c/a>asks students to take exactly four 4s and use any combination of operations to come up with the numbers 1-20. Keeler often \u003ca href=\"http://www.alicekeeler.com/four4s\" target=\"_blank\" rel=\"noopener noreferrer\">does this in Google Slides\u003c/a>, where each slide is a place for students to show how they combined four 4s to get “1” and then on the next slide the work for “2,” etc.\u003c/p>\n\u003cp>She likes working in Google Slides because students can add media or even do work on paper and upload an image. This gives different types of learners options. Students with disabilities or who benefit from speech-to-text help can also participate using \u003ca href=\"https://chrome.google.com/webstore/detail/equatio-math-made-digital/hjngolefdpdnooamgdldlkjgmdcmcjnc?hl=en-US\" target=\"_blank\" rel=\"noopener noreferrer\">EquatIO\u003c/a>, a Chrome add-on that has voice typing capabilities, as well as handwriting recognition. EquatIO used to be g(Math), and now also makes it possible to use math symbols in slides and other Google apps.\u003c/p>\n\u003cfigure id=\"attachment_49170\" class=\"wp-caption alignnone\" style=\"max-width: 753px\">\u003cimg class=\"size-full wp-image-49170\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/pixelart-math-1.jpg\" alt=\"\" width=\"753\" height=\"421\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1.jpg 753w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-160x89.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-240x134.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-375x210.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-520x291.jpg 520w\" sizes=\"(max-width: 753px) 100vw, 753px\">\u003cfigcaption class=\"wp-caption-text\">Alice Keeler adapted a YouCubed activity, asking students to visualize the math using pixel art. \u003ccite>(\u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\">Alice Keeler\u003c/a> )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another popular YouCubed activity asks students to visualize division by divvying up a pan of brownies equally among friends. Keeler does this activity in \u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\" target=\"_blank\" rel=\"noopener noreferrer\">a spreadsheet\u003c/a>, and often asks students to create their own brownie pans -- their own problems -- in the next tab. “It allows them to experiment and play,” she said.\u003c/p>\n\u003cp>Keeler has become something of an \u003ca href=\"http://alicekeeler.com/2016/02/10/teaching-math-with-google-googlemath/\" target=\"_blank\" rel=\"noopener noreferrer\">evangelist for technology in math classrooms\u003c/a>, learning how to set up conditional statements and even simple code in Google Sheets to aid her purposes (she also shares these ideas regularly on \u003ca href=\"http://@alicekeeler\" target=\"_blank\" rel=\"noopener noreferrer\">Twitter\u003c/a>, including activity templates). Over time her teaching evolved and by the time she left the K-12 classroom she had upended some of the practices she once considered fundamental, like assigning \u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/16/parents-wonder-why-so-much-homework/\" target=\"_blank\" rel=\"noopener noreferrer\">homework\u003c/a>.\u003c/p>\n\u003cp>One of the most controversial ideas in math education revolves around \u003ca href=\"https://ww2.kqed.org/mindshift/2013/02/22/can-repetitive-exercises-actually-feed-the-creative-process/\" target=\"_blank\" rel=\"noopener noreferrer\">how, when and how much students should practice\u003c/a>. Many teachers believe it is important for students to do homework so they can practice new concepts learned in class. Boaler agrees that practice is important, but doesn’t think that requires doing the same type of rote problem over and over. Boaler explained this to her daughter’s teacher and was pleasantly surprised at how she used the feedback. After their discussion, the teacher started giving students four problems to practice the calculations and then asked them to represent the concept some other way. They could write a story, make a drawing or come up with something else. The key was showing their knowledge in different ways.\u003c/p>\n\u003cp>Many elementary school educators are willing to consider that homework is not necessary for the young learners they teach, but far fewer high school teachers agree. Keeler taught Algebra and AP Statistics when she was in the classroom. She found that “the only kids who did the homework were the ones who didn’t need to,” so she stopped assigning homework. “It didn’t make a lick of difference” in terms of achievement, she said, but kids started enjoying class more. When she eliminated homework, Keeler found she had much more positive relationships with students and parents, a benefit that far outweighed what she called the “marginal gains of more rote practice.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ultimately both Keeler and Boaler hope that by making math a subject that’s about \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/18/what-can-we-learn-from-countries-that-effectively-teach-math/\" target=\"_blank\" rel=\"noopener noreferrer\">ideas, discussion, differing viewpoints \u003c/a>and visual representations, students will learn they can not only do math, but excel at it. Too many students don’t feel that way now, which is why teachers are beginning to see the need for a new approach.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/49042/how-the-google-suite-can-enhance-open-ended-math-exploration",
"authors": [
"234"
],
"categories": [
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_20728",
"mindshift_20512",
"mindshift_21114",
"mindshift_20943",
"mindshift_392",
"mindshift_125"
],
"featImg": "mindshift_49163",
"label": "mindshift"
},
"mindshift_48021": {
"type": "posts",
"id": "mindshift_48021",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "48021",
"score": null,
"sort": [
1502084946000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1502084946,
"format": "standard",
"disqusTitle": "For Teachers Who Dread Math, Finding a Better Way",
"title": "For Teachers Who Dread Math, Finding a Better Way",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Several years ago, former fourth-grade teacher Tracy Johnston Zager took an informal survey of two groups of people to find out how they feel about math: mathematicians and teachers who teach math. She discovered that while mathematicians used words like “beauty” and “wonder” to describe math, teachers recalled “dread” and “fear.” These words aligned with what Zager had observed in her job mentoring student teachers who expressed similar reservations about math. Teachers’ sentiment toward math is noteworthy because research has shown that \u003ca href=\"https://ww2.kqed.org/mindshift/2013/10/21/why-kids-take-on-adults-math-anxiety/\">adults can transfer anxiety to kids\u003c/a>.\u003c/p>\n\u003cp>As teachers try to improve how they teach math by applying numeracy, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/02/how-one-school-changed-its-math-culture-starting-with-teachers/\">inquiry-based learning\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/19/how-productive-failure-for-students-can-help-lessons-stick/\">productive failure\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/23/how-a-strengths-based-approach-to-math-redefines-who-is-smart/\">complex instruction\u003c/a>, the idea of how to become better math teachers is gaining a wider audience. But Zager writes in her book, “We moved right into a new way to teach math, without addressing teachers’ personal histories with and understanding of mathematics.”\u003c/p>\n\u003cp>Zager traveled around the country observing and interviewing outstanding math teachers, and recently published a comprehensive book that invites teachers to reconsider how they think about and teach mathematics. In \u003ca href=\"https://www.stenhouse.com/content/becoming-math-teacher-you-wish-youd-had\">\u003cem>Becoming the Math Teacher You Wish You’d Had: Ideas and Strategies from Vibrant Classrooms\u003c/em>\u003c/a>, Zager strives to motivate teachers to replace the procedural and uninventive methods of ordinary math instruction with approaches that celebrate pure mathematics, with all its creativity, intuition and risk-taking.\u003c/p>\n\u003cp>And what is it true mathematicians do that the teachers should try to emulate? Mathematicians take risks, make mistakes, demand precision, rise to challenges, ask questions, connect ideas, use intuition, reason and prove—habits of mind that can be taught and learned in math classes. Zager introduces us to several exemplary teachers who find a way to do that, offering readers practical techniques to build the kind of classroom that embraces true mathematics. Zager’s book is divided into 13 chapters, each of which explores a different characteristic of a mathematical mind, and then follows up with stories of teachers who work to instill these qualities in their students.\u003c/p>\n\u003cp>“These teachers aren’t superheroes who were just born this way,” Zager cautions. Rather, they are mere mortals, all working with different populations of kids, who have honed their practice over the years through professional development, coaching and teacher inquiry. What unites them is a common desire to be more effective at their work.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://vimeo.com/129522026\u003c/p>\n\u003cp>One such teacher, Debbie Nichols, teaches first- and second-graders in a rural New England town. She wants her students to ask questions so she consciously finds ways to draw out her students to put their questions at the center of the class. One way she does this is by inviting students to work together to come up with questions, as she did in a class about shapes. “I would like to hear some of your questions so that we can figure out what we want to investigate!” she told her class. The students’ numerous questions were profound in their simplicity; they wondered, for example, “Are shapes the same all around the world?” and “Are shapes fragile?”\u003c/p>\n\u003cp>Nichols then asked students to select the four questions that would help them learn best, and continued to provide guidance and instruction as they probed deeper. Recognizing that students’ understanding of shapes was too limited to answer the questions they posed, she provided students with geometric materials like blocks and tiles to help them make sense of shapes. Midway through the unit, and then at the end, Nichols asked students again to think what new questions they might have. This focus on student questions, Zager writes, ignites their curiosity and spirit of inquiry, which are essential features of mathematical thinking.\u003c/p>\n\u003cp>Another teacher, Jen Clerkin Muhammad, encourages her fourth-grade students to make connections between various concepts. Among other reasons, connecting one idea to another builds on what’s already understood, establishes links between apparently unrelated subjects, and helps students apply mathematics to the real world. Muhammad recognizes that seeing problems solved in multiple ways promotes deeper understanding, and expects students to explore many representations of the same problem. In one class, for example, Muhammad asked students to draw a picture of a multiplication problem—if Darlene picked four apples, and Juan picked four times as many, how many does Juan have?-- and then to walk around and examine others’ representations. “Where do you see the four times as many in this representation?” Muhammad asked her students. Seeing varied perspectives on the same problem enhances student understanding of the essential concept and builds new connections.\u003c/p>\n\u003cp>Shawn Towle, who teaches eighth grade in suburban Portland, prods his students to debate their ideas. Such verbal give-and-take is inherent in mathematical discovery, and Towle challenges his students to take positions and then defend them. In one project, Towle gave students a math problem involving a spinning game and asked them to consider whether the problem is fair or unfair, and why. He then divided the class into like-minded groups and asked each group to clarify their reasoning. Students moved back and forth between groups, and then debated each other one-on-one. This student engagement in mathematical disputes, defending and then abandoning or sticking to their reasoning, resembles the way many high-level mathematical discoveries are made: through a blend of solitary work, collaboration and disagreement.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Dz7NsJOpB38\u003c/p>\n\u003cp>In some ways, these classes represent what Zager wishes she had in school.\u003c/p>\n\u003cp>Zager had her own experience in middle school when she felt humiliated in her algebra class for questioning the possible outcomes of a math sequence. In her book, she surmises that her teacher responded in a closed-off manner because he was emulating how he had been taught. In Zager’s case, though, the experience didn’t deter her from math, but encouraged her to find the root of that reaction and the anxious feelings she saw in the teachers she mentored.\u003c/p>\n\u003cp>Many teachers suffer from the same math anxiety and general discomfort with the subject as their students. Thus, changing the way they think about and teach math won’t come quickly or without work. “It requires cognitive and emotional work to relearn and have a better way to teach mathematics,” Zager said. But just like their students, teachers benefit when they approach their own work with a \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a>.\u003c/p>\n\u003cp>Teachers like Shawn Towle should inspire others who want to shake up the way they teach mathematics but who feel reluctant or afraid, Zager said. Having taught using traditional methods for 14 years, Towle took part in professional development that opened his eyes to new pedagogical tools, which he then shared with colleagues. He piloted a program called Connected Mathematics Project, and went on from there to find more ways of returning creativity and wonder to his math classes.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“He’s a single teacher who has had a positive impact on countless teachers and students in his school,” Zager said. “He gives me such hope.”\u003c/p>\n\n",
"disqusIdentifier": "48021 https://ww2.kqed.org/mindshift/?p=48021",
"disqusUrl": "https://ww2.kqed.org/mindshift/2017/08/06/for-teachers-who-dread-math-finding-a-better-way/",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1208,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 16
},
"modified": 1502136892,
"excerpt": "After noticing teachers' anxiety around teaching math, educator Tracy Johnston Zager traveled around the country to observe effective math teachers for her book, \"Becoming the Math Teacher You Wish You'd Had.\"",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "After noticing teachers' anxiety around teaching math, educator Tracy Johnston Zager traveled around the country to observe effective math teachers for her book, "Becoming the Math Teacher You Wish You'd Had."",
"title": "For Teachers Who Dread Math, Finding a Better Way | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "For Teachers Who Dread Math, Finding a Better Way",
"datePublished": "2017-08-06T22:49:06-07:00",
"dateModified": "2017-08-07T13:14:52-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "for-teachers-who-dread-math-finding-a-better-way",
"status": "publish",
"path": "/mindshift/48021/for-teachers-who-dread-math-finding-a-better-way",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Several years ago, former fourth-grade teacher Tracy Johnston Zager took an informal survey of two groups of people to find out how they feel about math: mathematicians and teachers who teach math. She discovered that while mathematicians used words like “beauty” and “wonder” to describe math, teachers recalled “dread” and “fear.” These words aligned with what Zager had observed in her job mentoring student teachers who expressed similar reservations about math. Teachers’ sentiment toward math is noteworthy because research has shown that \u003ca href=\"https://ww2.kqed.org/mindshift/2013/10/21/why-kids-take-on-adults-math-anxiety/\">adults can transfer anxiety to kids\u003c/a>.\u003c/p>\n\u003cp>As teachers try to improve how they teach math by applying numeracy, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/02/how-one-school-changed-its-math-culture-starting-with-teachers/\">inquiry-based learning\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/19/how-productive-failure-for-students-can-help-lessons-stick/\">productive failure\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/23/how-a-strengths-based-approach-to-math-redefines-who-is-smart/\">complex instruction\u003c/a>, the idea of how to become better math teachers is gaining a wider audience. But Zager writes in her book, “We moved right into a new way to teach math, without addressing teachers’ personal histories with and understanding of mathematics.”\u003c/p>\n\u003cp>Zager traveled around the country observing and interviewing outstanding math teachers, and recently published a comprehensive book that invites teachers to reconsider how they think about and teach mathematics. In \u003ca href=\"https://www.stenhouse.com/content/becoming-math-teacher-you-wish-youd-had\">\u003cem>Becoming the Math Teacher You Wish You’d Had: Ideas and Strategies from Vibrant Classrooms\u003c/em>\u003c/a>, Zager strives to motivate teachers to replace the procedural and uninventive methods of ordinary math instruction with approaches that celebrate pure mathematics, with all its creativity, intuition and risk-taking.\u003c/p>\n\u003cp>And what is it true mathematicians do that the teachers should try to emulate? Mathematicians take risks, make mistakes, demand precision, rise to challenges, ask questions, connect ideas, use intuition, reason and prove—habits of mind that can be taught and learned in math classes. Zager introduces us to several exemplary teachers who find a way to do that, offering readers practical techniques to build the kind of classroom that embraces true mathematics. Zager’s book is divided into 13 chapters, each of which explores a different characteristic of a mathematical mind, and then follows up with stories of teachers who work to instill these qualities in their students.\u003c/p>\n\u003cp>“These teachers aren’t superheroes who were just born this way,” Zager cautions. Rather, they are mere mortals, all working with different populations of kids, who have honed their practice over the years through professional development, coaching and teacher inquiry. What unites them is a common desire to be more effective at their work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "vimeoLink",
"attributes": {
"named": {
"vimeoId": "129522026"
},
"numeric": []
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>One such teacher, Debbie Nichols, teaches first- and second-graders in a rural New England town. She wants her students to ask questions so she consciously finds ways to draw out her students to put their questions at the center of the class. One way she does this is by inviting students to work together to come up with questions, as she did in a class about shapes. “I would like to hear some of your questions so that we can figure out what we want to investigate!” she told her class. The students’ numerous questions were profound in their simplicity; they wondered, for example, “Are shapes the same all around the world?” and “Are shapes fragile?”\u003c/p>\n\u003cp>Nichols then asked students to select the four questions that would help them learn best, and continued to provide guidance and instruction as they probed deeper. Recognizing that students’ understanding of shapes was too limited to answer the questions they posed, she provided students with geometric materials like blocks and tiles to help them make sense of shapes. Midway through the unit, and then at the end, Nichols asked students again to think what new questions they might have. This focus on student questions, Zager writes, ignites their curiosity and spirit of inquiry, which are essential features of mathematical thinking.\u003c/p>\n\u003cp>Another teacher, Jen Clerkin Muhammad, encourages her fourth-grade students to make connections between various concepts. Among other reasons, connecting one idea to another builds on what’s already understood, establishes links between apparently unrelated subjects, and helps students apply mathematics to the real world. Muhammad recognizes that seeing problems solved in multiple ways promotes deeper understanding, and expects students to explore many representations of the same problem. In one class, for example, Muhammad asked students to draw a picture of a multiplication problem—if Darlene picked four apples, and Juan picked four times as many, how many does Juan have?-- and then to walk around and examine others’ representations. “Where do you see the four times as many in this representation?” Muhammad asked her students. Seeing varied perspectives on the same problem enhances student understanding of the essential concept and builds new connections.\u003c/p>\n\u003cp>Shawn Towle, who teaches eighth grade in suburban Portland, prods his students to debate their ideas. Such verbal give-and-take is inherent in mathematical discovery, and Towle challenges his students to take positions and then defend them. In one project, Towle gave students a math problem involving a spinning game and asked them to consider whether the problem is fair or unfair, and why. He then divided the class into like-minded groups and asked each group to clarify their reasoning. Students moved back and forth between groups, and then debated each other one-on-one. This student engagement in mathematical disputes, defending and then abandoning or sticking to their reasoning, resembles the way many high-level mathematical discoveries are made: through a blend of solitary work, collaboration and disagreement.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Dz7NsJOpB38'\n title='//www.youtube.com/embed/Dz7NsJOpB38'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>In some ways, these classes represent what Zager wishes she had in school.\u003c/p>\n\u003cp>Zager had her own experience in middle school when she felt humiliated in her algebra class for questioning the possible outcomes of a math sequence. In her book, she surmises that her teacher responded in a closed-off manner because he was emulating how he had been taught. In Zager’s case, though, the experience didn’t deter her from math, but encouraged her to find the root of that reaction and the anxious feelings she saw in the teachers she mentored.\u003c/p>\n\u003cp>Many teachers suffer from the same math anxiety and general discomfort with the subject as their students. Thus, changing the way they think about and teach math won’t come quickly or without work. “It requires cognitive and emotional work to relearn and have a better way to teach mathematics,” Zager said. But just like their students, teachers benefit when they approach their own work with a \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a>.\u003c/p>\n\u003cp>Teachers like Shawn Towle should inspire others who want to shake up the way they teach mathematics but who feel reluctant or afraid, Zager said. Having taught using traditional methods for 14 years, Towle took part in professional development that opened his eyes to new pedagogical tools, which he then shared with colleagues. He piloted a program called Connected Mathematics Project, and went on from there to find more ways of returning creativity and wonder to his math classes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“He’s a single teacher who has had a positive impact on countless teachers and students in his school,” Zager said. “He gives me such hope.”\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/48021/for-teachers-who-dread-math-finding-a-better-way",
"authors": [
"4613"
],
"categories": [
"mindshift_192",
"mindshift_193"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_392",
"mindshift_20893"
],
"featImg": "mindshift_48891",
"label": "mindshift"
},
"mindshift_48856": {
"type": "posts",
"id": "mindshift_48856",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "48856",
"score": null,
"sort": [
1501591897000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1501591897,
"format": "standard",
"disqusTitle": "Guess What? We're All Born With Mathematical Abilities",
"title": "Guess What? We're All Born With Mathematical Abilities",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>As an undergraduate at the University of Arizona, Kristy vanMarle knew she wanted to go to grad school for psychology, but wasn't sure what lab to join. Then, she saw a flyer: \u003cem>Did you know that babies can count? \u003c/em>\u003c/p>\n\u003cp>\"I thought,\u003cem> No way. \u003c/em>Babies probably can't count, and they certainly don't count the way that we do,\" she says. But the seed was planted, and vanMarle started down her path of study. The person who made that flyer, Karen Wynn, became her mentor and they have since \u003ca href=\"https://psychology.missouri.edu/people/vanmarle\" target=\"_blank\" rel=\"noopener noreferrer\">co-published several studies together\u003c/a>.\u003c/p>\n\u003cp>I spoke with vanMarle, an associate professor at the University of Missouri \u003ca href=\"http://www.npr.org/sections/ed/2017/07/06/535732200/something-new-for-baby-to-chew-on-rocket-science-and-quantum-physics\" target=\"_blank\" rel=\"noopener noreferrer\">whose research focuses on children's early cognitive development\u003c/a>, to find out what she's been up to lately. The interview that follows has been edited and condensed.\u003c/p>\n\u003cp>\u003cstrong>So, what's all this about being born mathematicians? \u003c/strong>\u003c/p>\n\u003cp>In my lab, we are particularly interested in numerical development and understanding of objects — how the early number skills of young infants, possibly even newborns, get built upon to develop a uniquely human capacity for symbolic math.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The roots of those abilities and those skills seem to come from an endowment that is evolutionarily ancient and that we share with most other species.\u003c/p>\n\u003cp>\u003cstrong>In other words, we've evolved to know math — along with almost every other animal. How did you become interested in this?\u003c/strong>\u003c/p>\n\u003cp>I've always been fascinated with the idea that you can have this sophisticated knowledge — at least the foundations of it — in place, very early on. And we know now that it's very broadly available across animal species. Species as different from humans as fish: Guppies are sensitive to numbers in the environment. Of course, primates are. Salamanders. Various insects. It's this basic ability that helps animals navigate their environment. I mean, literally, navigate the environment by calculating angles and distances and so forth. It helps them choose the greater amount of food if they're choosing between two quantities. It shows up in foraging contexts all the time.\u003c/p>\n\u003cp>So I've gotten interested in how these early abilities might provide a foundation for these much more sophisticated abilities that humans grasp pretty ubiquitously. If you're exposed to math and counting, all humans will get it to a degree. Some more easily than others, of course, we all experience that. But the capacity is certainly available.\u003c/p>\n\u003cp>\u003cstrong>What's been the focus of your most recent research?\u003c/strong>\u003c/p>\n\u003cp>Being literate with numbers and math is becoming increasingly important in modern society — perhaps even more important than literacy, which was the focus of a lot of educational initiatives for so many years.\u003c/p>\n\u003cp>We know now that numeracy at the end of high school is a really strong and important predictor of an individual's economic and occupational success. We also know from many, many different studies — including those conducted by my MU colleague, David Geary — that kids who start school behind their peers in math tend to stay behind. And the gap widens over the course of their schooling.\u003c/p>\n\u003cp>Our project is trying to get at what early predictors we can uncover that will tell us who might be at risk for being behind their peers when they enter kindergarten. We're taking what we know and going back a couple steps to see if we can identify kids at risk in the hopes of creating some interventions that can catch them up before school entry and put them on a much more positive path.\u003c/p>\n\u003cp>\u003cstrong>How exactly do you study something like that? \u003c/strong>\u003c/p>\n\u003cp>We followed kids through two years of preschool and assessed a really broad range of quantitative skills. Because when you talk about math achievement and number knowledge, it's not a single solitary construct.\u003c/p>\n\u003cp>Over the two years of preschool, we gave them 12 different tasks — twice a year. Some were symbolic: being able to recite the Arabic numerals or the verbal count list. Others were tapping these earlier, emerging non-symbolic skills: being able to estimate which of two sets of dots is bigger, being able to keep track of additions and subtractions that happen in the environment. Skills like that are building on these evolutionarily ancient core capacities.\u003c/p>\n\u003cp>\u003cstrong>So which of those actually predict math achievement? \u003c/strong>\u003c/p>\n\u003cp>Out of those 12 different skills, there's really one or two that matter most. When we followed up with these kids in kindergarten and first grade, their ability to estimate quantities — this ancient ability — seems to be really important. And also their ability to engage in cardinal reasoning i.e. knowing that the number three — when you see it on a page or hear someone say \"three\" — that it means exactly three, which is really at the root of our ability to count.\u003c/p>\n\u003cp>This cardinality, in particular, seems to be the most important skill that we can measure at a very young age and then predict whether kids are going to be succeeding in a much broader assessment of math achievement when they enter kindergarten.\u003c/p>\n\u003cp>\u003cstrong>Will this have an effect on what kids learn in preschool?\u003c/strong>\u003c/p>\n\u003cp>Well, we hope so. If you look at preschool curricula — kids who are getting structured instruction in math early on — it's really trying to tap these different skills. But when you have a lot of different things you're trying to teach, you don't go into depth with them, right? You're just trying to touch on all of them at once.\u003c/p>\n\u003cp>Our research points to the possibility that it might be more effective for early education if you focus on these core skills that seem to matter the most for developing symbolic knowledge. We're currently running a pilot study — an intervention that targets this ability.\u003c/p>\n\u003cp>\u003cstrong>What does that intervention look like? \u003c/strong>\u003c/p>\n\u003cp>Children count and create sets. We use ice cube trays to count some number of objects. We say, 'Can you put six items into this tray?' And then we point out very interactively where they make mistakes and try to reinforce rules.\u003c/p>\n\u003cp>\u003cstrong>Has it been effective?\u003c/strong>\u003c/p>\n\u003cp>It's too early to say. We are currently inputting the data and analyzing it so I don't have the punchline for you, unfortunately. But we're hopeful it will be effective.\u003c/p>\n\u003cp>It's the kind of thing that parents and early educators can engage in with children. It's possible to even create an app that would allow kids to make sets on an iPad. Of course, that's way down the road for us. But that's kind of where we're headed — getting an intervention that works. We know how to identify which kids are likely to be at risk so the logical next step is to figure out a way to help them.\u003c/p>\n\u003cp>\u003cstrong>Your research points out that parents aren't engaging their kids in number-learning nearly enough at home. What should parents be doing?\u003c/strong>\u003c/p>\n\u003cp>There are any number of opportunities (no pun intended) to point out numbers to your toddler. When you hand them two crackers, you can place them on the table, count them (\"one, two!\" \"two cookies!\") as they watch. That simple interaction reinforces two of the most important rules of counting — one-to-one correspondence (labeling each item exactly once, maybe pointing as you do) and cardinality (in this case, repeating the last number to signify it stands for the total number in the set). Parents can also engage children by asking them to judge the ordinality of numbers: \"I have two crackers and you have three! Who has more, you or me?\"\u003c/p>\n\u003cp>Cooking is another common activity where children can get exposed to amounts and the relationships between amounts.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>I think everyday situations present parents with lots of opportunities to help children learn the meanings of numbers and the relationships between the numbers.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Guess+What%3F+We%27re+All+Born+With+Mathematical+Abilities+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "48856 https://ww2.kqed.org/mindshift/?p=48856",
"disqusUrl": "https://ww2.kqed.org/mindshift/2017/08/01/guess-what-were-all-born-with-mathematical-abilities/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1334,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 33
},
"modified": 1501591897,
"excerpt": "Kids who start school behind in math tend to stay behind. But could early predictors in preschool help educators put them on a path to success?",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Kids who start school behind in math tend to stay behind. But could early predictors in preschool help educators put them on a path to success?",
"title": "Guess What? We're All Born With Mathematical Abilities | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Guess What? We're All Born With Mathematical Abilities",
"datePublished": "2017-08-01T05:51:37-07:00",
"dateModified": "2017-08-01T05:51:37-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "guess-what-were-all-born-with-mathematical-abilities",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=530053714&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Julie Depenbrock",
"nprStoryDate": "Tue, 01 Aug 2017 05:00:26 -0400",
"nprLastModifiedDate": "Tue, 01 Aug 2017 05:00:26 -0400",
"nprHtmlLink": "http://www.npr.org/sections/ed/2017/08/01/530053714/guess-what-were-all-born-with-mathematical-abilities?ft=nprml&f=530053714",
"nprImageAgency": "NPR",
"nprImageCredit": "LA Johnson",
"nprStoryId": "530053714",
"nprRetrievedStory": "1",
"nprPubDate": "Tue, 01 Aug 2017 05:00:00 -0400",
"path": "/mindshift/48856/guess-what-were-all-born-with-mathematical-abilities",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As an undergraduate at the University of Arizona, Kristy vanMarle knew she wanted to go to grad school for psychology, but wasn't sure what lab to join. Then, she saw a flyer: \u003cem>Did you know that babies can count? \u003c/em>\u003c/p>\n\u003cp>\"I thought,\u003cem> No way. \u003c/em>Babies probably can't count, and they certainly don't count the way that we do,\" she says. But the seed was planted, and vanMarle started down her path of study. The person who made that flyer, Karen Wynn, became her mentor and they have since \u003ca href=\"https://psychology.missouri.edu/people/vanmarle\" target=\"_blank\" rel=\"noopener noreferrer\">co-published several studies together\u003c/a>.\u003c/p>\n\u003cp>I spoke with vanMarle, an associate professor at the University of Missouri \u003ca href=\"http://www.npr.org/sections/ed/2017/07/06/535732200/something-new-for-baby-to-chew-on-rocket-science-and-quantum-physics\" target=\"_blank\" rel=\"noopener noreferrer\">whose research focuses on children's early cognitive development\u003c/a>, to find out what she's been up to lately. The interview that follows has been edited and condensed.\u003c/p>\n\u003cp>\u003cstrong>So, what's all this about being born mathematicians? \u003c/strong>\u003c/p>\n\u003cp>In my lab, we are particularly interested in numerical development and understanding of objects — how the early number skills of young infants, possibly even newborns, get built upon to develop a uniquely human capacity for symbolic math.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The roots of those abilities and those skills seem to come from an endowment that is evolutionarily ancient and that we share with most other species.\u003c/p>\n\u003cp>\u003cstrong>In other words, we've evolved to know math — along with almost every other animal. How did you become interested in this?\u003c/strong>\u003c/p>\n\u003cp>I've always been fascinated with the idea that you can have this sophisticated knowledge — at least the foundations of it — in place, very early on. And we know now that it's very broadly available across animal species. Species as different from humans as fish: Guppies are sensitive to numbers in the environment. Of course, primates are. Salamanders. Various insects. It's this basic ability that helps animals navigate their environment. I mean, literally, navigate the environment by calculating angles and distances and so forth. It helps them choose the greater amount of food if they're choosing between two quantities. It shows up in foraging contexts all the time.\u003c/p>\n\u003cp>So I've gotten interested in how these early abilities might provide a foundation for these much more sophisticated abilities that humans grasp pretty ubiquitously. If you're exposed to math and counting, all humans will get it to a degree. Some more easily than others, of course, we all experience that. But the capacity is certainly available.\u003c/p>\n\u003cp>\u003cstrong>What's been the focus of your most recent research?\u003c/strong>\u003c/p>\n\u003cp>Being literate with numbers and math is becoming increasingly important in modern society — perhaps even more important than literacy, which was the focus of a lot of educational initiatives for so many years.\u003c/p>\n\u003cp>We know now that numeracy at the end of high school is a really strong and important predictor of an individual's economic and occupational success. We also know from many, many different studies — including those conducted by my MU colleague, David Geary — that kids who start school behind their peers in math tend to stay behind. And the gap widens over the course of their schooling.\u003c/p>\n\u003cp>Our project is trying to get at what early predictors we can uncover that will tell us who might be at risk for being behind their peers when they enter kindergarten. We're taking what we know and going back a couple steps to see if we can identify kids at risk in the hopes of creating some interventions that can catch them up before school entry and put them on a much more positive path.\u003c/p>\n\u003cp>\u003cstrong>How exactly do you study something like that? \u003c/strong>\u003c/p>\n\u003cp>We followed kids through two years of preschool and assessed a really broad range of quantitative skills. Because when you talk about math achievement and number knowledge, it's not a single solitary construct.\u003c/p>\n\u003cp>Over the two years of preschool, we gave them 12 different tasks — twice a year. Some were symbolic: being able to recite the Arabic numerals or the verbal count list. Others were tapping these earlier, emerging non-symbolic skills: being able to estimate which of two sets of dots is bigger, being able to keep track of additions and subtractions that happen in the environment. Skills like that are building on these evolutionarily ancient core capacities.\u003c/p>\n\u003cp>\u003cstrong>So which of those actually predict math achievement? \u003c/strong>\u003c/p>\n\u003cp>Out of those 12 different skills, there's really one or two that matter most. When we followed up with these kids in kindergarten and first grade, their ability to estimate quantities — this ancient ability — seems to be really important. And also their ability to engage in cardinal reasoning i.e. knowing that the number three — when you see it on a page or hear someone say \"three\" — that it means exactly three, which is really at the root of our ability to count.\u003c/p>\n\u003cp>This cardinality, in particular, seems to be the most important skill that we can measure at a very young age and then predict whether kids are going to be succeeding in a much broader assessment of math achievement when they enter kindergarten.\u003c/p>\n\u003cp>\u003cstrong>Will this have an effect on what kids learn in preschool?\u003c/strong>\u003c/p>\n\u003cp>Well, we hope so. If you look at preschool curricula — kids who are getting structured instruction in math early on — it's really trying to tap these different skills. But when you have a lot of different things you're trying to teach, you don't go into depth with them, right? You're just trying to touch on all of them at once.\u003c/p>\n\u003cp>Our research points to the possibility that it might be more effective for early education if you focus on these core skills that seem to matter the most for developing symbolic knowledge. We're currently running a pilot study — an intervention that targets this ability.\u003c/p>\n\u003cp>\u003cstrong>What does that intervention look like? \u003c/strong>\u003c/p>\n\u003cp>Children count and create sets. We use ice cube trays to count some number of objects. We say, 'Can you put six items into this tray?' And then we point out very interactively where they make mistakes and try to reinforce rules.\u003c/p>\n\u003cp>\u003cstrong>Has it been effective?\u003c/strong>\u003c/p>\n\u003cp>It's too early to say. We are currently inputting the data and analyzing it so I don't have the punchline for you, unfortunately. But we're hopeful it will be effective.\u003c/p>\n\u003cp>It's the kind of thing that parents and early educators can engage in with children. It's possible to even create an app that would allow kids to make sets on an iPad. Of course, that's way down the road for us. But that's kind of where we're headed — getting an intervention that works. We know how to identify which kids are likely to be at risk so the logical next step is to figure out a way to help them.\u003c/p>\n\u003cp>\u003cstrong>Your research points out that parents aren't engaging their kids in number-learning nearly enough at home. What should parents be doing?\u003c/strong>\u003c/p>\n\u003cp>There are any number of opportunities (no pun intended) to point out numbers to your toddler. When you hand them two crackers, you can place them on the table, count them (\"one, two!\" \"two cookies!\") as they watch. That simple interaction reinforces two of the most important rules of counting — one-to-one correspondence (labeling each item exactly once, maybe pointing as you do) and cardinality (in this case, repeating the last number to signify it stands for the total number in the set). Parents can also engage children by asking them to judge the ordinality of numbers: \"I have two crackers and you have three! Who has more, you or me?\"\u003c/p>\n\u003cp>Cooking is another common activity where children can get exposed to amounts and the relationships between amounts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I think everyday situations present parents with lots of opportunities to help children learn the meanings of numbers and the relationships between the numbers.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Guess+What%3F+We%27re+All+Born+With+Mathematical+Abilities+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/48856/guess-what-were-all-born-with-mathematical-abilities",
"authors": [
"byline_mindshift_48856"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_20720",
"mindshift_20784",
"mindshift_1040",
"mindshift_392"
],
"featImg": "mindshift_48859",
"label": "mindshift"
},
"mindshift_48740": {
"type": "posts",
"id": "mindshift_48740",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "48740",
"score": null,
"sort": [
1500556297000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1500556297,
"format": "standard",
"disqusTitle": "Does Algebra Do More Harm Than Good? Community Colleges Rethink Requirements",
"title": "Does Algebra Do More Harm Than Good? Community Colleges Rethink Requirements",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Algebra is one of the biggest hurdles to getting a high school or college degree — particularly for students of color and first-generation undergrads.\u003c/p>\n\u003cp>It is also the single most failed course in community colleges across the country. So if you're not a STEM major (science, technology, engineering, math), \u003ca href=\"http://www.npr.org/2016/03/03/469083122/some-educators-question-if-advanced-math-should-be-required\" target=\"_blank\" rel=\"noopener noreferrer\">why even study algebra?\u003c/a>\u003c/p>\n\u003cp>That's the argument Eloy Ortiz Oakley, chancellor of the California community college system, made today in an interview with NPR's Robert Siegel.\u003c/p>\n\u003cp>At American community colleges, 60 percent of those enrolled are required to take at least one math course. Most — nearly 80 percent — never complete that requirement.\u003c/p>\n\u003cp>Oakley is \u003ca href=\"http://www.npr.org/2016/03/03/469083122/some-educators-question-if-advanced-math-should-be-required\" target=\"_blank\" rel=\"noopener noreferrer\">among a growing number of educators\u003c/a> who view intermediate algebra as an obstacle to students obtaining their credentials — particularly in fields that require no higher level math skills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Their thinking has led to \u003ca href=\"http://www.npr.org/sections/ed/2014/10/09/354645977/who-needs-algebra\" target=\"_blank\" rel=\"noopener noreferrer\">initiatives like Community College Pathways\u003c/a>, which strays away from abstract algebra to engage students in real-world math applications.\u003c/p>\n\u003cp>What follows is an edited version of Siegel's Q&A with Oakley.\u003c/p>\n\u003cp>\u003cstrong>What are you proposing?\u003c/strong>\u003c/p>\n\u003cp>What we're proposing is to take an honest look at what our requirements are and why we even have them. So, for example, we have a number of courses of study and majors that do not require algebra. We want to take a look at other math pathways, look at the research that's been done across the country and consider math pathways that are actually relevant to the coursework that the student is pursuing.\u003c/p>\n\u003cp>\u003cstrong>You are facing pressure to increase graduation rates — only 48 percent graduate from California community colleges with an associate's degree or transfer to a four-year institution within six years. As we've said, passing college algebra is a major barrier to graduation. But is this the easy way out? Just strike the algebra requirement to increase graduation rates instead of teaching math more effectively?\u003c/strong>\u003c/p>\n\u003cp>I hear that a lot and unfortunately nothing could be farther from the truth. Somewhere along the lines, since the 1950s, we decided that the only measure of a student's ability to reason or to do some sort of quantitative measure is algebra. What we're saying is we want as rigorous a course as possible to determine a student's ability to succeed, but it should be relevant to their course of study. There are other math courses that we could introduce that tell us a lot more about our students.\u003c/p>\n\u003cp>\u003cstrong>Do you buy the argument that there are just some forms of reasoning — whether it's graphing functions or solving quadratic equations that involve a mental discipline — that may never be actually used literally on the job, but may improve the way young people think?\u003c/strong>\u003c/p>\n\u003cp>There's an argument to be made that much of what we ask students to learn prepares them to be just better human beings, allows them to have reasoning skills. But again, the question becomes: What data do we have that suggests algebra is that course? Are there other ways that we can introduce reasoning skills that more directly relate to what a student's experience in life is and really helps them in their program of study or career of choice?\u003c/p>\n\u003cp>\u003cstrong>A lot of students in California community colleges are hoping to prepare for a four-year college. What are you hearing from the four-year institutions? Are they at ease with you dropping the requirement? Or would they then make the students take the same algebra course they're not taking at community college?\u003c/strong>\u003c/p>\n\u003cp>This question is being raised at all levels of higher education — the university level as well as the community college level. There's a great body of research that's informing this discussion, much of it coming from some of our top universities, like the Dana Center at the University of Texas, or the Carnegie Foundation. So there's a lot of research behind this and I think more and more of our public and private university partners are delving into this question of what is the right level of math depending on which major a student is pursuing.\u003c/p>\n\u003cp>\u003cstrong>And there are people writing about concepts of numeracy that may be different from what people have been teaching all this time. Do you have in mind a curriculum that would be more useful than intermediate algebra?\u003c/strong>\u003c/p>\n\u003cp>We are piloting different math pathways within our community colleges. We're working with our university partners at CSU and the UC, trying to ensure that we can align these courses to best prepare our students to succeed in majors. And if you think about it, you think about the use of statistics not only for a social science major but for every U.S. citizen. This is a skill that we should have all of our students have with them because this affects them in their daily life.\u003c/p>\n\u003cp>\u003cstrong>Are you at all disappointed that the high schools who are sending students to California's community colleges are not already teaching their students these algebra skills before they graduate?\u003c/strong>\u003c/p>\n\u003cp>Certainly, these questions come up in K-12 education, but if we consider who really drives K-12 education — that is our four-year university system. By creating requirements, we ensure that K-12 has to align with those requirements. So as long as algebra is the defining math course, K-12 will have to teach it.\u003c/p>\n\u003cp>\u003cstrong>Bob Moses , the civil rights activist, \u003c/strong>\u003cstrong>started \u003ca href=\"http://www.npr.org/sections/codeswitch/2013/08/02/206813091/to-60s-civil-rights-hero-math-is-kids-formula-for-success\">the Algebra Project\u003c/a>, teaching concepts of algebra to black students in the South. He \u003c/strong>\u003cstrong>saw the teaching of math as a continuation of the civil rights struggle. \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Rates of failure in algebra are higher for minority groups than they are for white students. Why do you think that is? Do you think a different curriculum would have less disparate results by ethnic or racial group?\u003c/strong>\u003c/p>\n\u003cp>First of all, we've seen in the data from many of the pilots across the country that are using alternative math pathways — that are just as rigorous as an algebra course — we've seen much greater success for students because many of these students can relate to these different kinds of math depending on which program of study they're in. They can see how it works in their daily life and how it's going to work in their career.\u003c/p>\n\u003cp>The second thing I'd say is yes, this is a civil rights issue, but this is also something that plagues all Americans — particularly low-income Americans. If you think about all the underemployed or unemployed Americans in this country who cannot connect to a job in this economy — which is unforgiving of those students who don't have a credential — the biggest barrier for them is this algebra requirement. It's what has kept them from achieving a credential.\u003c/p>\n\u003cp>\u003cstrong>Do you risk a negative form of tracking? Depriving a student of the possibility of saying in community college: \"Wow, that quadratic equation is the most interesting thing I've ever seen. I think I'm going to do more stuff like this.\"\u003c/strong>\u003c/p>\n\u003cp>We're certainly not saying that we're going to commit students to lower levels of math or different kinds of math. What we're saying is we want more students to have math skills that allow them to keep moving forward. We want to build bridges between the kinds of math pathways we're talking about that will allow them to continue into STEM majors. We don't want to limit students.\u003c/p>\n\u003cp>The last thing I'd say is that we are already tracking students. We are already relegating students to a life of below livable wage standards. So we've already done so, whether intentionally or unintentionally.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Say+Goodbye+To+X%2BY%3A+Should+Community+Colleges+Abolish+Algebra%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "48740 https://ww2.kqed.org/mindshift/?p=48740",
"disqusUrl": "https://ww2.kqed.org/mindshift/2017/07/20/does-algebra-do-more-harm-than-good-community-colleges-rethink-requirements/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1320,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 28
},
"modified": 1500556298,
"excerpt": "Eloy Ortiz Oakley, the chancellor of the California Community Colleges system, wants to kick loose the requirement of algebra for non-STEM majors.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Eloy Ortiz Oakley, the chancellor of the California Community Colleges system, wants to kick loose the requirement of algebra for non-STEM majors.",
"title": "Does Algebra Do More Harm Than Good? Community Colleges Rethink Requirements | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Does Algebra Do More Harm Than Good? Community Colleges Rethink Requirements",
"datePublished": "2017-07-20T06:11:37-07:00",
"dateModified": "2017-07-20T06:11:38-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "does-algebra-do-more-harm-than-good-community-colleges-rethink-requirements",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=538092649&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Kayla Lattimore and Julie Depenbrock",
"nprStoryDate": "Wed, 19 Jul 2017 17:30:00 -0400",
"nprLastModifiedDate": "Wed, 19 Jul 2017 17:35:37 -0400",
"nprHtmlLink": "http://www.npr.org/2017/07/19/538092649/say-goodbye-to-x-y-should-community-colleges-abolish-algebra?ft=nprml&f=538092649",
"nprAudio": "https://ondemand.npr.org/anon.npr-mp3/npr/atc/2017/07/20170719_atc_say_goodbye_to_xy_should_community_colleges_abolish_algebra.mp3?orgId=1&d=288&p=2&story=538092649&t=progseg&e=538051467&seg=14&ft=nprml&f=538092649",
"nprImageAgency": "NPR",
"nprImageCredit": "LA Johnson",
"nprAudioM3u": "http://api.npr.org/m3u/1538148906-cf7a32.m3u?orgId=1&d=288&p=2&story=538092649&t=progseg&e=538051467&seg=14&ft=nprml&f=538092649",
"nprStoryId": "538092649",
"nprRetrievedStory": "1",
"nprPubDate": "Wed, 19 Jul 2017 23:08:00 -0400",
"path": "/mindshift/48740/does-algebra-do-more-harm-than-good-community-colleges-rethink-requirements",
"audioUrl": "https://ondemand.npr.org/anon.npr-mp3/npr/atc/2017/07/20170719_atc_say_goodbye_to_xy_should_community_colleges_abolish_algebra.mp3?orgId=1&d=288&p=2&story=538092649&t=progseg&e=538051467&seg=14&ft=nprml&f=538092649",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Algebra is one of the biggest hurdles to getting a high school or college degree — particularly for students of color and first-generation undergrads.\u003c/p>\n\u003cp>It is also the single most failed course in community colleges across the country. So if you're not a STEM major (science, technology, engineering, math), \u003ca href=\"http://www.npr.org/2016/03/03/469083122/some-educators-question-if-advanced-math-should-be-required\" target=\"_blank\" rel=\"noopener noreferrer\">why even study algebra?\u003c/a>\u003c/p>\n\u003cp>That's the argument Eloy Ortiz Oakley, chancellor of the California community college system, made today in an interview with NPR's Robert Siegel.\u003c/p>\n\u003cp>At American community colleges, 60 percent of those enrolled are required to take at least one math course. Most — nearly 80 percent — never complete that requirement.\u003c/p>\n\u003cp>Oakley is \u003ca href=\"http://www.npr.org/2016/03/03/469083122/some-educators-question-if-advanced-math-should-be-required\" target=\"_blank\" rel=\"noopener noreferrer\">among a growing number of educators\u003c/a> who view intermediate algebra as an obstacle to students obtaining their credentials — particularly in fields that require no higher level math skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Their thinking has led to \u003ca href=\"http://www.npr.org/sections/ed/2014/10/09/354645977/who-needs-algebra\" target=\"_blank\" rel=\"noopener noreferrer\">initiatives like Community College Pathways\u003c/a>, which strays away from abstract algebra to engage students in real-world math applications.\u003c/p>\n\u003cp>What follows is an edited version of Siegel's Q&A with Oakley.\u003c/p>\n\u003cp>\u003cstrong>What are you proposing?\u003c/strong>\u003c/p>\n\u003cp>What we're proposing is to take an honest look at what our requirements are and why we even have them. So, for example, we have a number of courses of study and majors that do not require algebra. We want to take a look at other math pathways, look at the research that's been done across the country and consider math pathways that are actually relevant to the coursework that the student is pursuing.\u003c/p>\n\u003cp>\u003cstrong>You are facing pressure to increase graduation rates — only 48 percent graduate from California community colleges with an associate's degree or transfer to a four-year institution within six years. As we've said, passing college algebra is a major barrier to graduation. But is this the easy way out? Just strike the algebra requirement to increase graduation rates instead of teaching math more effectively?\u003c/strong>\u003c/p>\n\u003cp>I hear that a lot and unfortunately nothing could be farther from the truth. Somewhere along the lines, since the 1950s, we decided that the only measure of a student's ability to reason or to do some sort of quantitative measure is algebra. What we're saying is we want as rigorous a course as possible to determine a student's ability to succeed, but it should be relevant to their course of study. There are other math courses that we could introduce that tell us a lot more about our students.\u003c/p>\n\u003cp>\u003cstrong>Do you buy the argument that there are just some forms of reasoning — whether it's graphing functions or solving quadratic equations that involve a mental discipline — that may never be actually used literally on the job, but may improve the way young people think?\u003c/strong>\u003c/p>\n\u003cp>There's an argument to be made that much of what we ask students to learn prepares them to be just better human beings, allows them to have reasoning skills. But again, the question becomes: What data do we have that suggests algebra is that course? Are there other ways that we can introduce reasoning skills that more directly relate to what a student's experience in life is and really helps them in their program of study or career of choice?\u003c/p>\n\u003cp>\u003cstrong>A lot of students in California community colleges are hoping to prepare for a four-year college. What are you hearing from the four-year institutions? Are they at ease with you dropping the requirement? Or would they then make the students take the same algebra course they're not taking at community college?\u003c/strong>\u003c/p>\n\u003cp>This question is being raised at all levels of higher education — the university level as well as the community college level. There's a great body of research that's informing this discussion, much of it coming from some of our top universities, like the Dana Center at the University of Texas, or the Carnegie Foundation. So there's a lot of research behind this and I think more and more of our public and private university partners are delving into this question of what is the right level of math depending on which major a student is pursuing.\u003c/p>\n\u003cp>\u003cstrong>And there are people writing about concepts of numeracy that may be different from what people have been teaching all this time. Do you have in mind a curriculum that would be more useful than intermediate algebra?\u003c/strong>\u003c/p>\n\u003cp>We are piloting different math pathways within our community colleges. We're working with our university partners at CSU and the UC, trying to ensure that we can align these courses to best prepare our students to succeed in majors. And if you think about it, you think about the use of statistics not only for a social science major but for every U.S. citizen. This is a skill that we should have all of our students have with them because this affects them in their daily life.\u003c/p>\n\u003cp>\u003cstrong>Are you at all disappointed that the high schools who are sending students to California's community colleges are not already teaching their students these algebra skills before they graduate?\u003c/strong>\u003c/p>\n\u003cp>Certainly, these questions come up in K-12 education, but if we consider who really drives K-12 education — that is our four-year university system. By creating requirements, we ensure that K-12 has to align with those requirements. So as long as algebra is the defining math course, K-12 will have to teach it.\u003c/p>\n\u003cp>\u003cstrong>Bob Moses , the civil rights activist, \u003c/strong>\u003cstrong>started \u003ca href=\"http://www.npr.org/sections/codeswitch/2013/08/02/206813091/to-60s-civil-rights-hero-math-is-kids-formula-for-success\">the Algebra Project\u003c/a>, teaching concepts of algebra to black students in the South. He \u003c/strong>\u003cstrong>saw the teaching of math as a continuation of the civil rights struggle. \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Rates of failure in algebra are higher for minority groups than they are for white students. Why do you think that is? Do you think a different curriculum would have less disparate results by ethnic or racial group?\u003c/strong>\u003c/p>\n\u003cp>First of all, we've seen in the data from many of the pilots across the country that are using alternative math pathways — that are just as rigorous as an algebra course — we've seen much greater success for students because many of these students can relate to these different kinds of math depending on which program of study they're in. They can see how it works in their daily life and how it's going to work in their career.\u003c/p>\n\u003cp>The second thing I'd say is yes, this is a civil rights issue, but this is also something that plagues all Americans — particularly low-income Americans. If you think about all the underemployed or unemployed Americans in this country who cannot connect to a job in this economy — which is unforgiving of those students who don't have a credential — the biggest barrier for them is this algebra requirement. It's what has kept them from achieving a credential.\u003c/p>\n\u003cp>\u003cstrong>Do you risk a negative form of tracking? Depriving a student of the possibility of saying in community college: \"Wow, that quadratic equation is the most interesting thing I've ever seen. I think I'm going to do more stuff like this.\"\u003c/strong>\u003c/p>\n\u003cp>We're certainly not saying that we're going to commit students to lower levels of math or different kinds of math. What we're saying is we want more students to have math skills that allow them to keep moving forward. We want to build bridges between the kinds of math pathways we're talking about that will allow them to continue into STEM majors. We don't want to limit students.\u003c/p>\n\u003cp>The last thing I'd say is that we are already tracking students. We are already relegating students to a life of below livable wage standards. So we've already done so, whether intentionally or unintentionally.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Say+Goodbye+To+X%2BY%3A+Should+Community+Colleges+Abolish+Algebra%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/48740/does-algebra-do-more-harm-than-good-community-colleges-rethink-requirements",
"authors": [
"byline_mindshift_48740"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_276",
"mindshift_20966",
"mindshift_20784",
"mindshift_1040",
"mindshift_392"
],
"featImg": "mindshift_48741",
"label": "mindshift"
},
"mindshift_47907": {
"type": "posts",
"id": "mindshift_47907",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "47907",
"score": null,
"sort": [
1491395080000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1491395080,
"format": "standard",
"disqusTitle": "Five Ways To Shift Teaching Practice So Students Feel Less Math Anxious",
"title": "Five Ways To Shift Teaching Practice So Students Feel Less Math Anxious",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Math has been a traditionally thorny subject in many American schools. Lots of children dislike math and many more adults stopped taking mathematics as soon as they are able, even when they were successful in their classes. At the same time, mathematical thinking is a crucial part of many of the most exciting and growing careers in science, technology, engineering and math, not to mention important for a general understanding of the mathematical world around us. So, what can U.S. math educators do to shift this dynamic?\u003c/p>\n\u003cp>Stanford Mathematics Education Professor Jo Boaler is championing a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\">dramatic shift\u003c/a> in how many math teachers approach instruction. Rather than focusing on the algorithms and procedures that make mathematics feel like a lock-step process -- with one right way of solving problems -- Boaler encourages teachers to embrace the visual aspects of math. She encourages teachers to ask students to grapple with open-ended problems, to share ideas and to see math as a creative endeavor. She works with students every summer and says that when students are in a math environment that doesn't focus on performance, speed, procedures, and right and wrong answers they thrive. They even begin to change their perceptions of whether they can or can't do math.\u003c/p>\n\u003cp>[vimeo 206159614 w=640 h=360]\u003c/p>\n\u003cp>\u003ca href=\"https://vimeo.com/206159614\">Solving The Math Problem (Subtitles)\u003c/a> from \u003ca href=\"https://vimeo.com/user20989575\">YouCubed\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>In an \u003ca href=\"http://hechingerreport.org/opinion-time-stop-clock-math-anxiety-heres-latest-research/\" target=\"_blank\">opinion piece for The Hechinger Report\u003c/a>, Boaler lays out five ways teachers can approach instruction differently. She points out that many students experience math anxiety, which is \u003ca href=\"https://hpl.uchicago.edu/sites/hpl.uchicago.edu/files/uploads/The%20Math%20Anxiety%20Performance%20Link,%20Foley%20et%20al.pdf\" target=\"_blank\">negatively related to performance\u003c/a>. While psychology research has pointed to smaller \u003ca href=\"https://ww2.kqed.org/mindshift/2013/02/08/anxious-about-tests-tips-to-ease-angst/\" target=\"_blank\">interventions to lower anxiety\u003c/a> before tests or to help students combat \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/26/at-age-6-girls-are-less-likely-to-identify-females-as-really-really-smart/\" target=\"_blank\">stereotype threat\u003c/a>, Boaler says those measures fall short. She writes:\u003c/p>\n\u003cblockquote>\u003cp>Widespread, prevalent among women and hugely damaging, math anxiety is prompted in the early years when timed tests are given in classrooms and it snowballs from there. Psychologists’ recommendations — including counseling and words to repeat before a test — severely miss the mark. The only way to turn our nation around is to change the way we teach and view math. The problems that we have now include these:\u003c/p>\n\u003cp>First, math is often taught as a performance subject. Ask your children what their role is in math class, and they are very likely to say it is to get questions correct. They do not say this about other subjects. More than any other subject math is about tests, grades, homework and competitions.\u003c/p>\u003c/blockquote>\n\u003cp>Check out Boaler's recommendations to change the math teaching paradigm in the U.S.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>http://hechingerreport.org/opinion-time-stop-clock-math-anxiety-heres-latest-research/\u003c/p>\n\n",
"disqusIdentifier": "47907 https://ww2.kqed.org/mindshift/?p=47907",
"disqusUrl": "https://ww2.kqed.org/mindshift/2017/04/05/five-ways-to-shift-teaching-practice-so-students-feel-less-math-anxious/",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 439,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 10
},
"modified": 1491395080,
"excerpt": "A Stanford professor argues U.S. schools need to fundamentally shift math instruction away from procedural problems to turn the tide on math achievement.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "A Stanford professor argues U.S. schools need to fundamentally shift math instruction away from procedural problems to turn the tide on math achievement.",
"title": "Five Ways To Shift Teaching Practice So Students Feel Less Math Anxious | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Five Ways To Shift Teaching Practice So Students Feel Less Math Anxious",
"datePublished": "2017-04-05T05:24:40-07:00",
"dateModified": "2017-04-05T05:24:40-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "five-ways-to-shift-teaching-practice-so-students-feel-less-math-anxious",
"status": "publish",
"path": "/mindshift/47907/five-ways-to-shift-teaching-practice-so-students-feel-less-math-anxious",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Math has been a traditionally thorny subject in many American schools. Lots of children dislike math and many more adults stopped taking mathematics as soon as they are able, even when they were successful in their classes. At the same time, mathematical thinking is a crucial part of many of the most exciting and growing careers in science, technology, engineering and math, not to mention important for a general understanding of the mathematical world around us. So, what can U.S. math educators do to shift this dynamic?\u003c/p>\n\u003cp>Stanford Mathematics Education Professor Jo Boaler is championing a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\">dramatic shift\u003c/a> in how many math teachers approach instruction. Rather than focusing on the algorithms and procedures that make mathematics feel like a lock-step process -- with one right way of solving problems -- Boaler encourages teachers to embrace the visual aspects of math. She encourages teachers to ask students to grapple with open-ended problems, to share ideas and to see math as a creative endeavor. She works with students every summer and says that when students are in a math environment that doesn't focus on performance, speed, procedures, and right and wrong answers they thrive. They even begin to change their perceptions of whether they can or can't do math.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "vimeo",
"attributes": {
"named": {
"w": "640",
"h": "360",
"label": "206159614"
},
"numeric": [
"206159614"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://vimeo.com/206159614\">Solving The Math Problem (Subtitles)\u003c/a> from \u003ca href=\"https://vimeo.com/user20989575\">YouCubed\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>In an \u003ca href=\"http://hechingerreport.org/opinion-time-stop-clock-math-anxiety-heres-latest-research/\" target=\"_blank\">opinion piece for The Hechinger Report\u003c/a>, Boaler lays out five ways teachers can approach instruction differently. She points out that many students experience math anxiety, which is \u003ca href=\"https://hpl.uchicago.edu/sites/hpl.uchicago.edu/files/uploads/The%20Math%20Anxiety%20Performance%20Link,%20Foley%20et%20al.pdf\" target=\"_blank\">negatively related to performance\u003c/a>. While psychology research has pointed to smaller \u003ca href=\"https://ww2.kqed.org/mindshift/2013/02/08/anxious-about-tests-tips-to-ease-angst/\" target=\"_blank\">interventions to lower anxiety\u003c/a> before tests or to help students combat \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/26/at-age-6-girls-are-less-likely-to-identify-females-as-really-really-smart/\" target=\"_blank\">stereotype threat\u003c/a>, Boaler says those measures fall short. She writes:\u003c/p>\n\u003cblockquote>\u003cp>Widespread, prevalent among women and hugely damaging, math anxiety is prompted in the early years when timed tests are given in classrooms and it snowballs from there. Psychologists’ recommendations — including counseling and words to repeat before a test — severely miss the mark. The only way to turn our nation around is to change the way we teach and view math. The problems that we have now include these:\u003c/p>\n\u003cp>First, math is often taught as a performance subject. Ask your children what their role is in math class, and they are very likely to say it is to get questions correct. They do not say this about other subjects. More than any other subject math is about tests, grades, homework and competitions.\u003c/p>\u003c/blockquote>\n\u003cp>Check out Boaler's recommendations to change the math teaching paradigm in the U.S.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>http://hechingerreport.org/opinion-time-stop-clock-math-anxiety-heres-latest-research/\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/47907/five-ways-to-shift-teaching-practice-so-students-feel-less-math-anxious",
"authors": [
"234"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_20943",
"mindshift_392",
"mindshift_20893"
],
"featImg": "mindshift_47918",
"label": "mindshift"
},
"mindshift_47820": {
"type": "posts",
"id": "mindshift_47820",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "47820",
"score": null,
"sort": [
1490617464000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1490617464,
"format": "standard",
"disqusTitle": "How Kids Benefit From Learning To Explain Their Math Thinking",
"title": "How Kids Benefit From Learning To Explain Their Math Thinking",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Math teachers of older students sometimes struggle to get students to explain their thinking with evidence. It's hard to get kids in the habit of talking about how they are thinking about a problem when they've had many years of instruction that focused on getting the \"right answer.\" That's why educators are now trying to get students in the habit of explaining their thinking at a young age. The \u003ca href=\"https://www.teachingchannel.org/videos/evidence-supported-claims-nsf\" target=\"_blank\" rel=\"noopener\">Teaching Channel captured\u003c/a> kindergarten and first grade teachers pushing students to give evidence for their answers in situations where there are several ways to think about a problem.\u003c/p>\n\u003cp>[vimeo 209318281 w=640 h=360]\u003c/p>\n\u003cp>Pattern recognition is a fundamental part of mathematics and kindergarteners are not too young to notice, compare and describe simple patterns. In \u003ca href=\"https://www.teachingchannel.org/videos/kindergarten-math-lesson-nsf\" target=\"_blank\" rel=\"noopener\">this video\u003c/a>, kindergarten teacher Donella Oleston describes how she had to back up and explain to these young learners what it means to \"explain your thinking,\" because at first students would only answer, \"My brain told me so.\" With practice, she says students have gotten to deeper levels of noticing, moving past the obvious and picking out more abstract similarities and differences between two pattern sets.\u003c/p>\n\u003cp>[vimeo 209313705 w=640 h=360]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
"disqusIdentifier": "47820 https://ww2.kqed.org/mindshift/?p=47820",
"disqusUrl": "https://ww2.kqed.org/mindshift/2017/03/27/how-kids-benefit-from-learning-to-explain-math-thinking/",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 203,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 6
},
"modified": 1533684928,
"excerpt": "Students are never too young to explain their thinking. When teachers encourage them to back up their claims with evidence from a young age, they will be more accustomed to doing so when problems get more challenging.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Students are never too young to explain their thinking. When teachers encourage them to back up their claims with evidence from a young age, they will be more accustomed to doing so when problems get more challenging.",
"title": "How Kids Benefit From Learning To Explain Their Math Thinking | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Kids Benefit From Learning To Explain Their Math Thinking",
"datePublished": "2017-03-27T05:24:24-07:00",
"dateModified": "2018-08-07T16:35:28-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-kids-benefit-from-learning-to-explain-math-thinking",
"status": "publish",
"path": "/mindshift/47820/how-kids-benefit-from-learning-to-explain-math-thinking",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Math teachers of older students sometimes struggle to get students to explain their thinking with evidence. It's hard to get kids in the habit of talking about how they are thinking about a problem when they've had many years of instruction that focused on getting the \"right answer.\" That's why educators are now trying to get students in the habit of explaining their thinking at a young age. The \u003ca href=\"https://www.teachingchannel.org/videos/evidence-supported-claims-nsf\" target=\"_blank\" rel=\"noopener\">Teaching Channel captured\u003c/a> kindergarten and first grade teachers pushing students to give evidence for their answers in situations where there are several ways to think about a problem.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "vimeo",
"attributes": {
"named": {
"w": "640",
"h": "360",
"label": "209318281"
},
"numeric": [
"209318281"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Pattern recognition is a fundamental part of mathematics and kindergarteners are not too young to notice, compare and describe simple patterns. In \u003ca href=\"https://www.teachingchannel.org/videos/kindergarten-math-lesson-nsf\" target=\"_blank\" rel=\"noopener\">this video\u003c/a>, kindergarten teacher Donella Oleston describes how she had to back up and explain to these young learners what it means to \"explain your thinking,\" because at first students would only answer, \"My brain told me so.\" With practice, she says students have gotten to deeper levels of noticing, moving past the obvious and picking out more abstract similarities and differences between two pattern sets.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "vimeo",
"attributes": {
"named": {
"w": "640",
"h": "360",
"label": "209313705"
},
"numeric": [
"209313705"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/47820/how-kids-benefit-from-learning-to-explain-math-thinking",
"authors": [
"234"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_790",
"mindshift_392",
"mindshift_20652"
],
"featImg": "mindshift_47862",
"label": "mindshift"
},
"mindshift_47462": {
"type": "posts",
"id": "mindshift_47462",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "47462",
"score": null,
"sort": [
1488908713000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1488908713,
"format": "standard",
"disqusTitle": "Three Fun Riddles Filled With Math Problem Solving",
"title": "Three Fun Riddles Filled With Math Problem Solving",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>In the rush to cover standards and ensure students have learned the concepts they will need in the future, it's easy to lose sight of how fun math can be. These three TED-Ed videos offer fun, challenging riddles that can also be explicitly connected to mathematical concepts. The \u003ca href=\"https://ed.ted.com/lessons/can-you-solve-the-prisoner-boxes-riddle-yossi-elran\">\"Prisoner Box\" \u003c/a>problem is essentially a loop and could be a high-interest way to dive into this topic.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=vIdStMTgNl0&feature=youtu.be\u003c/p>\n\u003cp>In this \u003ca href=\"http://ed.ted.com/lessons/can-you-solve-the-control-room-riddle-dennis-shasha\">next puzzle\u003c/a>, viewers are cast as intrepid secret spies, tasked with deactivating a death ray. It's also an interesting introduction to visual models and graph theory. The answer explanation starts at 1:04 in the video.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=3mbdiky5dLw\u003c/p>\n\u003cp>Who can resist trying to solve a brain teaser that Albert Einstein supposedly wrote? \u003ca href=\"http://ed.ted.com/lessons/can-you-solve-einstein-s-riddle-dan-van-der-vieren\">This problem\u003c/a> seems pretty complicated at first, but it could be a great way to give students an opportunity to sift through the information given and start making sense of it. The video explicitly talks about some effective problem solving strategies like trial and error that can help students develop their logical intuition. And, while this is a silly problem about a stolen fish, multiple variable equations require a similar type of logic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=1rDVz_Fb6HQ\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "47462 https://ww2.kqed.org/mindshift/?p=47462",
"disqusUrl": "https://ww2.kqed.org/mindshift/2017/03/07/three-fun-riddles-filled-with-math-problem-solving/",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 224,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 5
},
"modified": 1489097451,
"excerpt": "TED-Ed has produced some fun riddle videos that could be great ways to pique kids' interest in more complicated topics like loops, graph theory, and multiple variable equations.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "TED-Ed has produced some fun riddle videos that could be great ways to pique kids' interest in more complicated topics like loops, graph theory, and multiple variable equations.",
"title": "Three Fun Riddles Filled With Math Problem Solving | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Three Fun Riddles Filled With Math Problem Solving",
"datePublished": "2017-03-07T09:45:13-08:00",
"dateModified": "2017-03-09T14:10:51-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "three-fun-riddles-filled-with-math-problem-solving",
"status": "publish",
"path": "/mindshift/47462/three-fun-riddles-filled-with-math-problem-solving",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the rush to cover standards and ensure students have learned the concepts they will need in the future, it's easy to lose sight of how fun math can be. These three TED-Ed videos offer fun, challenging riddles that can also be explicitly connected to mathematical concepts. The \u003ca href=\"https://ed.ted.com/lessons/can-you-solve-the-prisoner-boxes-riddle-yossi-elran\">\"Prisoner Box\" \u003c/a>problem is essentially a loop and could be a high-interest way to dive into this topic.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/vIdStMTgNl0'\n title='//www.youtube.com/embed/vIdStMTgNl0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>In this \u003ca href=\"http://ed.ted.com/lessons/can-you-solve-the-control-room-riddle-dennis-shasha\">next puzzle\u003c/a>, viewers are cast as intrepid secret spies, tasked with deactivating a death ray. It's also an interesting introduction to visual models and graph theory. The answer explanation starts at 1:04 in the video.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/3mbdiky5dLw'\n title='//www.youtube.com/embed/3mbdiky5dLw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Who can resist trying to solve a brain teaser that Albert Einstein supposedly wrote? \u003ca href=\"http://ed.ted.com/lessons/can-you-solve-einstein-s-riddle-dan-van-der-vieren\">This problem\u003c/a> seems pretty complicated at first, but it could be a great way to give students an opportunity to sift through the information given and start making sense of it. The video explicitly talks about some effective problem solving strategies like trial and error that can help students develop their logical intuition. And, while this is a silly problem about a stolen fish, multiple variable equations require a similar type of logic.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/1rDVz_Fb6HQ'\n title='//www.youtube.com/embed/1rDVz_Fb6HQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/47462/three-fun-riddles-filled-with-math-problem-solving",
"authors": [
"234"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_21058",
"mindshift_392",
"mindshift_875",
"mindshift_707"
],
"featImg": "mindshift_47470",
"label": "mindshift"
},
"mindshift_47385": {
"type": "posts",
"id": "mindshift_47385",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "47385",
"score": null,
"sort": [
1486368020000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1486368020,
"format": "standard",
"disqusTitle": "How Playing With Math Helps Teachers Better Empathize With Students",
"title": "How Playing With Math Helps Teachers Better Empathize With Students",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Michelle Manes has taught math in almost every setting. She taught public high school students, deaf elementary school students, and middle school girls at a single-sex school. But eventually, she couldn’t fight the feeling that as much as she loved teaching math, she also loved doing math, so she went back to get her Ph.D. in mathematics and is now a professor at the University of Hawaii.\u003c/p>\n\u003cp>Although she has settled into a life of teaching undergraduate students and working on her own research, Manes still cares deeply about K-12 education. To stay connected to teachers in that world she helped start a \u003ca href=\"http://www.mathcircles.org/content/math-teachers-circle-hawaii\">Math Teachers’ Circle\u003c/a> in Honolulu. The circle meets once a month and invites math teachers from all grade levels to get together and work on fun, challenging math alongside research mathematicians.\u003c/p>\n\u003cp>“I try to bring that creativity and joy and excitement and discovery piece into the Math Teachers’ Circle and hope it trickles into the classroom,” Manes said. Unlike other professional development opportunities, the focus of these circles is not on lesson plans or pedagogy. Most of the time is spent working on and discussing a problem that the facilitators bring, with the hope that teachers will rediscover what they love about math and how it feels to be a learner.\u003c/p>\n\u003cp>This issue is personal to Manes, who wanted to be a scientist as a kid precisely because she likes solving problems. Stories about how science had improved the world were exciting to her, even if the science they were doing in school wasn’t. That wasn’t true of her math classes. She grew up thinking math was about procedures applied correctly to get a right answer -- something she was good at -- but she didn’t associate the discipline with discovery. It was only when she got to college and took higher level mathematics that she realized how exciting it could be.\u003c/p>\n\u003cp>Manes hopes Math Teachers’ Circles can help K-12 classroom teachers experience the fun of working on a challenging problem collaboratively, of being confused but continuing to struggle through, of ultimately having that feeling of discovery.\u003c/p>\n\u003cfigure id=\"attachment_47489\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/crooked-river1-1020x680.jpg\" alt=\"Teachers at the Crooked River Math Teachers' Circle grapple with a problem during a week-long summer institute.\" width=\"640\" height=\"427\" class=\"size-large wp-image-47489\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teachers at the Crooked River Math Teachers' Circle grapple with a problem during a week-long summer institute. \u003ccite>(Sara Good)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“In the end we do want to transform their experience and their students’ experiences,” Manes said. The Honolulu circle is just one of over a hundred all over the United States. Every circle runs a little differently depending on its context, but in Honolulu, where weeknight traffic is terrible, Manes has found that Saturday mornings work best. Teachers and mathematicians get together and work on math for several hours and then spend some time discussing the experience and how it might apply to the classroom. Manes has arranged it so teachers can get professional development credit for participating.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“For me, it’s a lot of listening, wandering around seeing what people are doing, having a sense of the room and then knowing what I want people to get out of the session,” Manes said. While groups are often working on the task from different directions or entering at different levels of understanding, Manes will often stop work if there’s something she wants to make sure all participants notice before the time is up.\u003c/p>\n\u003cp>“One thing I’ve learned from Math Teachers’ Circles is watching mathematicians who I have tremendous respect for make errors and be corrected and be OK with that,” said Heather Danforth. She’s co-director of curriculum at Helios School, an independent school for gifted kids in the San Francisco Bay Area. She has always thought of herself as a reader and a writer, not a math person, but when she started teaching elementary school she decided to take some classes to brush up on her math skills. That’s when she found Math Teachers’ Circles.\u003c/p>\n\u003cp>“It was this opportunity to engage with math in this really engaging, exciting endeavor of trying to figure out problems and maybe not always reach a solution,” Danforth said. Participating helped her revise the narrative she held about her math abilities, which was largely based on her experience of being slow with multiplication tables in third grade.\u003c/p>\n\u003cp>“Most mathematicians don’t really care how fast you can do your multiplication tables,” Danforth said. And more importantly, identifying herself as a mathematician and experiencing what that means, helped her think of math as primarily about problem solving. “That new definition of math allows more people to be good at it,” she said.\u003c/p>\n\u003cp>Danforth now leads the math teachers at her school in math circles as part of their regular professional development and they also carve out time on Fridays for students to engage in circles as well. “A well run math circle leaves everyone feeling capable,” she said. “It’s not that everyone finishes at the same place, because you don’t. But everyone has something they can engage with in a meaningful way.”\u003c/p>\n\u003cp>Danforth thinks of math circles as an opportunity to experience what it means to be a mathematician, whereas math class is more learning about math. She compares it to learning scales versus playing music. The scales are important, but the music is what people love, and what motivates them to continue to work at the scales. She believes that if students never experience the fun, exciting side of math problem solving, free of pressures to get the right answer in a specific amount of time, then they may never choose to pursue math in the future.\u003c/p>\n\u003cp>A common theme among teachers who have participated in Math Teachers’ Circles is that by placing themselves in the position of learner they are able to empathize with their students more. Many teachers felt initially intimidated to do math with professional mathematicians, as well as other K-12 teachers who may have more advanced skills.\u003c/p>\n\u003cp>“I felt the entire range of emotions because I was with other teachers who had different background experiences,” said Sara Good, a seventh grade math teacher outside of Cleveland, Ohio. She said she fell in and out of confidence throughout her first circle, an interesting experience since so many math teachers love the subject because it’s easy for them.\u003c/p>\n\u003cfigure id=\"attachment_47491\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/crooked-river2-1020x680.png\" alt=\"Teachers at the Crooked River Math Teachers' Circle Summer Institute grapple with a problem.\" width=\"640\" height=\"427\" class=\"size-large wp-image-47491\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-768x512.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-1180x787.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-960x640.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-240x160.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-375x250.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-520x347.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teachers at the Crooked River Math Teachers' Circle Summer Institute grapple with a problem. \u003ccite>(Sara Good)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Good used to be a district math coach before cost cutting in her district landed her back in the classroom this year. She is struggling to create the vibrant community of problem solvers that she knows would be best for student learning and finds that attending Math Teachers’ Circles rejuvenates her. Participating reminds her of effective questioning strategies and helps connect her with other math teachers who want to bring a sense of wonder and discovery back to math classrooms.\u003c/p>\n\u003cp>Good says it’s “easy to feel like you’re off in your own pedagogical corner” a lot of the time, but the math circles remind her she’s part of a community and that playing with math is fun if it’s set up right. She also knows many of her students think math is far from fun, largely because of the way it has been presented to them in school.\u003c/p>\n\u003cp>Math Teachers’ Circles have become more popular in the past five years as teachers in states that have adopted the Common Core work to understand the Mathematical Practices that undergird the math they teach.\u003c/p>\n\u003cp>“A lot of teachers weren’t familiar with thinking about math that way,” said Brianna Donaldson, Director of Special Projects at the American Institute of Mathematics (AIM). Her organization supported the first Math Teachers’ Circle in 2006 and has helped educators around the country as they start their own.\u003c/p>\n\u003cp>“Each circle is intended to be a real partnership between teachers and mathematicians,” Donaldson said. And while it may seem like research mathematicians wouldn’t want to do math with K-12 teachers, the reality is that often they learn a lot about how to teach undergraduates through these circles. Everyone participating in the circle is learning the difficult lesson to “help less.”\u003c/p>\n\u003cp>“Learning how to be less helpful can be really challenging, but a lot of times facilitators say it has a big effect on their teaching,” Donaldson said. “It really changes how they see what the learners in whatever environment can do and what they’re capable of.”\u003c/p>\n\u003cp>In her research, Manes often works on the same problem for years, methodically trying different problem solving strategies to a thorny challenge that no one in the world has solved yet. That process can sometimes shake her confidence and she likes interacting with other math-lovers around fun problems as a way to remind her of her capabilities and passion for the subject.\u003c/p>\n\u003cp>“I would not want one of these research-only jobs where you never teach,” Manes said. “When I get stuck in research and I can go into a class and lead activities and answer questions and guide people to help them understand things, I feel really reenergized. It gives me confidence to go back to my research.” Engaging in this way reminds her that getting stuck is part of the process, and coaching other people through those emotions serve the dual purpose of reminding herself to stick with it too.\u003c/p>\n\u003cp>And while it’s hard to draw a straight line between the experiences teachers get in Math Teachers’ Circles and their approaches to the classroom, Manes said that many of her participants do report that it has changed how they think about teaching. They say that they’ve realized they need to give students more think time, that they focus on discourse around the mathematics more, that they assign groups to work on open-ended problems, and that they’re more open to trying new things in the classroom.\u003c/p>\n\u003cp>The American Institute of Mathematics is excited about how popular Math Teachers’ Circles have become and hope that soon there will be a circle within driving distance of every teacher in the country. They also hope that within five years, between five and ten percent of math teachers will be participating in a circle. They’re already supporting the creation of Math Teachers’ Circle networks within states, with Montana and Ohio closest to achieving statewide coverage.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“What we found is the more teachers go to Math Teachers Circles the more they see math is about problem solving,” Donaldson said. “And this problem solving view of math is highly predictive of really productive mindsets, like growth mindset and belief in grit, that if you persist at something you’re going to make progress. And that’s an important part of doing well at something.”\u003c/p>\n\n",
"disqusIdentifier": "47385 https://ww2.kqed.org/mindshift/?p=47385",
"disqusUrl": "https://ww2.kqed.org/mindshift/2017/02/06/how-playing-with-math-helps-teachers-better-empathize-with-students/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1869,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 27
},
"modified": 1486406102,
"excerpt": "Math Teachers' Circles give educators a chance to remember why they love math and puts them in the learners' seat again.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Math Teachers' Circles give educators a chance to remember why they love math and puts them in the learners' seat again.",
"title": "How Playing With Math Helps Teachers Better Empathize With Students | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Playing With Math Helps Teachers Better Empathize With Students",
"datePublished": "2017-02-06T00:00:20-08:00",
"dateModified": "2017-02-06T10:35:02-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-playing-with-math-helps-teachers-better-empathize-with-students",
"status": "publish",
"path": "/mindshift/47385/how-playing-with-math-helps-teachers-better-empathize-with-students",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Michelle Manes has taught math in almost every setting. She taught public high school students, deaf elementary school students, and middle school girls at a single-sex school. But eventually, she couldn’t fight the feeling that as much as she loved teaching math, she also loved doing math, so she went back to get her Ph.D. in mathematics and is now a professor at the University of Hawaii.\u003c/p>\n\u003cp>Although she has settled into a life of teaching undergraduate students and working on her own research, Manes still cares deeply about K-12 education. To stay connected to teachers in that world she helped start a \u003ca href=\"http://www.mathcircles.org/content/math-teachers-circle-hawaii\">Math Teachers’ Circle\u003c/a> in Honolulu. The circle meets once a month and invites math teachers from all grade levels to get together and work on fun, challenging math alongside research mathematicians.\u003c/p>\n\u003cp>“I try to bring that creativity and joy and excitement and discovery piece into the Math Teachers’ Circle and hope it trickles into the classroom,” Manes said. Unlike other professional development opportunities, the focus of these circles is not on lesson plans or pedagogy. Most of the time is spent working on and discussing a problem that the facilitators bring, with the hope that teachers will rediscover what they love about math and how it feels to be a learner.\u003c/p>\n\u003cp>This issue is personal to Manes, who wanted to be a scientist as a kid precisely because she likes solving problems. Stories about how science had improved the world were exciting to her, even if the science they were doing in school wasn’t. That wasn’t true of her math classes. She grew up thinking math was about procedures applied correctly to get a right answer -- something she was good at -- but she didn’t associate the discipline with discovery. It was only when she got to college and took higher level mathematics that she realized how exciting it could be.\u003c/p>\n\u003cp>Manes hopes Math Teachers’ Circles can help K-12 classroom teachers experience the fun of working on a challenging problem collaboratively, of being confused but continuing to struggle through, of ultimately having that feeling of discovery.\u003c/p>\n\u003cfigure id=\"attachment_47489\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/crooked-river1-1020x680.jpg\" alt=\"Teachers at the Crooked River Math Teachers' Circle grapple with a problem during a week-long summer institute.\" width=\"640\" height=\"427\" class=\"size-large wp-image-47489\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river1-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teachers at the Crooked River Math Teachers' Circle grapple with a problem during a week-long summer institute. \u003ccite>(Sara Good)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“In the end we do want to transform their experience and their students’ experiences,” Manes said. The Honolulu circle is just one of over a hundred all over the United States. Every circle runs a little differently depending on its context, but in Honolulu, where weeknight traffic is terrible, Manes has found that Saturday mornings work best. Teachers and mathematicians get together and work on math for several hours and then spend some time discussing the experience and how it might apply to the classroom. Manes has arranged it so teachers can get professional development credit for participating.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“For me, it’s a lot of listening, wandering around seeing what people are doing, having a sense of the room and then knowing what I want people to get out of the session,” Manes said. While groups are often working on the task from different directions or entering at different levels of understanding, Manes will often stop work if there’s something she wants to make sure all participants notice before the time is up.\u003c/p>\n\u003cp>“One thing I’ve learned from Math Teachers’ Circles is watching mathematicians who I have tremendous respect for make errors and be corrected and be OK with that,” said Heather Danforth. She’s co-director of curriculum at Helios School, an independent school for gifted kids in the San Francisco Bay Area. She has always thought of herself as a reader and a writer, not a math person, but when she started teaching elementary school she decided to take some classes to brush up on her math skills. That’s when she found Math Teachers’ Circles.\u003c/p>\n\u003cp>“It was this opportunity to engage with math in this really engaging, exciting endeavor of trying to figure out problems and maybe not always reach a solution,” Danforth said. Participating helped her revise the narrative she held about her math abilities, which was largely based on her experience of being slow with multiplication tables in third grade.\u003c/p>\n\u003cp>“Most mathematicians don’t really care how fast you can do your multiplication tables,” Danforth said. And more importantly, identifying herself as a mathematician and experiencing what that means, helped her think of math as primarily about problem solving. “That new definition of math allows more people to be good at it,” she said.\u003c/p>\n\u003cp>Danforth now leads the math teachers at her school in math circles as part of their regular professional development and they also carve out time on Fridays for students to engage in circles as well. “A well run math circle leaves everyone feeling capable,” she said. “It’s not that everyone finishes at the same place, because you don’t. But everyone has something they can engage with in a meaningful way.”\u003c/p>\n\u003cp>Danforth thinks of math circles as an opportunity to experience what it means to be a mathematician, whereas math class is more learning about math. She compares it to learning scales versus playing music. The scales are important, but the music is what people love, and what motivates them to continue to work at the scales. She believes that if students never experience the fun, exciting side of math problem solving, free of pressures to get the right answer in a specific amount of time, then they may never choose to pursue math in the future.\u003c/p>\n\u003cp>A common theme among teachers who have participated in Math Teachers’ Circles is that by placing themselves in the position of learner they are able to empathize with their students more. Many teachers felt initially intimidated to do math with professional mathematicians, as well as other K-12 teachers who may have more advanced skills.\u003c/p>\n\u003cp>“I felt the entire range of emotions because I was with other teachers who had different background experiences,” said Sara Good, a seventh grade math teacher outside of Cleveland, Ohio. She said she fell in and out of confidence throughout her first circle, an interesting experience since so many math teachers love the subject because it’s easy for them.\u003c/p>\n\u003cfigure id=\"attachment_47491\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/crooked-river2-1020x680.png\" alt=\"Teachers at the Crooked River Math Teachers' Circle Summer Institute grapple with a problem.\" width=\"640\" height=\"427\" class=\"size-large wp-image-47491\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-768x512.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-1180x787.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-960x640.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-240x160.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-375x250.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/crooked-river2-520x347.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teachers at the Crooked River Math Teachers' Circle Summer Institute grapple with a problem. \u003ccite>(Sara Good)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Good used to be a district math coach before cost cutting in her district landed her back in the classroom this year. She is struggling to create the vibrant community of problem solvers that she knows would be best for student learning and finds that attending Math Teachers’ Circles rejuvenates her. Participating reminds her of effective questioning strategies and helps connect her with other math teachers who want to bring a sense of wonder and discovery back to math classrooms.\u003c/p>\n\u003cp>Good says it’s “easy to feel like you’re off in your own pedagogical corner” a lot of the time, but the math circles remind her she’s part of a community and that playing with math is fun if it’s set up right. She also knows many of her students think math is far from fun, largely because of the way it has been presented to them in school.\u003c/p>\n\u003cp>Math Teachers’ Circles have become more popular in the past five years as teachers in states that have adopted the Common Core work to understand the Mathematical Practices that undergird the math they teach.\u003c/p>\n\u003cp>“A lot of teachers weren’t familiar with thinking about math that way,” said Brianna Donaldson, Director of Special Projects at the American Institute of Mathematics (AIM). Her organization supported the first Math Teachers’ Circle in 2006 and has helped educators around the country as they start their own.\u003c/p>\n\u003cp>“Each circle is intended to be a real partnership between teachers and mathematicians,” Donaldson said. And while it may seem like research mathematicians wouldn’t want to do math with K-12 teachers, the reality is that often they learn a lot about how to teach undergraduates through these circles. Everyone participating in the circle is learning the difficult lesson to “help less.”\u003c/p>\n\u003cp>“Learning how to be less helpful can be really challenging, but a lot of times facilitators say it has a big effect on their teaching,” Donaldson said. “It really changes how they see what the learners in whatever environment can do and what they’re capable of.”\u003c/p>\n\u003cp>In her research, Manes often works on the same problem for years, methodically trying different problem solving strategies to a thorny challenge that no one in the world has solved yet. That process can sometimes shake her confidence and she likes interacting with other math-lovers around fun problems as a way to remind her of her capabilities and passion for the subject.\u003c/p>\n\u003cp>“I would not want one of these research-only jobs where you never teach,” Manes said. “When I get stuck in research and I can go into a class and lead activities and answer questions and guide people to help them understand things, I feel really reenergized. It gives me confidence to go back to my research.” Engaging in this way reminds her that getting stuck is part of the process, and coaching other people through those emotions serve the dual purpose of reminding herself to stick with it too.\u003c/p>\n\u003cp>And while it’s hard to draw a straight line between the experiences teachers get in Math Teachers’ Circles and their approaches to the classroom, Manes said that many of her participants do report that it has changed how they think about teaching. They say that they’ve realized they need to give students more think time, that they focus on discourse around the mathematics more, that they assign groups to work on open-ended problems, and that they’re more open to trying new things in the classroom.\u003c/p>\n\u003cp>The American Institute of Mathematics is excited about how popular Math Teachers’ Circles have become and hope that soon there will be a circle within driving distance of every teacher in the country. They also hope that within five years, between five and ten percent of math teachers will be participating in a circle. They’re already supporting the creation of Math Teachers’ Circle networks within states, with Montana and Ohio closest to achieving statewide coverage.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“What we found is the more teachers go to Math Teachers Circles the more they see math is about problem solving,” Donaldson said. “And this problem solving view of math is highly predictive of really productive mindsets, like growth mindset and belief in grit, that if you persist at something you’re going to make progress. And that’s an important part of doing well at something.”\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/47385/how-playing-with-math-helps-teachers-better-empathize-with-students",
"authors": [
"234"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_20512",
"mindshift_392",
"mindshift_20813",
"mindshift_96"
],
"featImg": "mindshift_47486",
"label": "mindshift"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/mindshift?tag=math": {
"isFetching": false,
"latestQuery": {
"from": 60,
"size": 12
},
"vitalsOnly": false,
"totalRequested": 12,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 154,
"relation": "eq"
},
"items": [
"mindshift_51458",
"mindshift_50540",
"mindshift_50640",
"mindshift_50593",
"mindshift_49042",
"mindshift_48021",
"mindshift_48856",
"mindshift_48740",
"mindshift_47907",
"mindshift_47820",
"mindshift_47462",
"mindshift_47385"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"mindshift_tag_math": {
"isLoading": true
},
"mindshift_392": {
"type": "terms",
"id": "mindshift_392",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "392",
"found": true
},
"relationships": {},
"featImg": null,
"name": "math",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "math Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 393,
"slug": "math",
"isLoading": false,
"link": "/mindshift/tag/math"
},
"mindshift_20579": {
"type": "terms",
"id": "mindshift_20579",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20579",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Creativity",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Creativity Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19856,
"slug": "creativity-3",
"isLoading": false,
"link": "/mindshift/category/creativity-3"
},
"mindshift_20784": {
"type": "terms",
"id": "mindshift_20784",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20784",
"found": true
},
"relationships": {},
"featImg": null,
"name": "featured",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "featured Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20061,
"slug": "featured",
"isLoading": false,
"link": "/mindshift/tag/featured"
},
"mindshift_1040": {
"type": "terms",
"id": "mindshift_1040",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1040",
"found": true
},
"relationships": {},
"featImg": null,
"name": "full-image",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "full-image Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1045,
"slug": "full-image",
"isLoading": false,
"link": "/mindshift/tag/full-image"
},
"mindshift_20893": {
"type": "terms",
"id": "mindshift_20893",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20893",
"found": true
},
"relationships": {},
"featImg": null,
"name": "math anxiety",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "math anxiety Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20171,
"slug": "math-anxiety",
"isLoading": false,
"link": "/mindshift/tag/math-anxiety"
},
"mindshift_20568": {
"type": "terms",
"id": "mindshift_20568",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20568",
"found": true
},
"relationships": {},
"featImg": null,
"name": "parenting",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "parenting Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 19845,
"slug": "parenting",
"isLoading": false,
"link": "/mindshift/tag/parenting"
},
"mindshift_290": {
"type": "terms",
"id": "mindshift_290",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "290",
"found": true
},
"relationships": {},
"featImg": null,
"name": "parents",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "parents Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 291,
"slug": "parents",
"isLoading": false,
"link": "/mindshift/tag/parents"
},
"mindshift_634": {
"type": "terms",
"id": "mindshift_634",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "634",
"found": true
},
"relationships": {},
"featImg": null,
"name": "summer",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "summer Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 637,
"slug": "summer",
"isLoading": false,
"link": "/mindshift/tag/summer"
},
"mindshift_514": {
"type": "terms",
"id": "mindshift_514",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "514",
"found": true
},
"relationships": {},
"featImg": null,
"name": "summer slide",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "summer slide Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 517,
"slug": "summer-slide",
"isLoading": false,
"link": "/mindshift/tag/summer-slide"
},
"mindshift_192": {
"type": "terms",
"id": "mindshift_192",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "192",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Big Ideas",
"description": "The latest findings from experts in the field related to the future of learning.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "The latest findings from experts in the field related to the future of learning.",
"title": "Big Ideas Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 192,
"slug": "big-ideas",
"isLoading": false,
"link": "/mindshift/category/big-ideas"
},
"mindshift_195": {
"type": "terms",
"id": "mindshift_195",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "195",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Digital Tools",
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"title": "Digital Tools Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 195,
"slug": "digital-tools",
"isLoading": false,
"link": "/mindshift/category/digital-tools"
},
"mindshift_507": {
"type": "terms",
"id": "mindshift_507",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "507",
"found": true
},
"relationships": {},
"featImg": null,
"name": "PLN",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "PLN Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 510,
"slug": "pln",
"isLoading": false,
"link": "/mindshift/tag/pln"
},
"mindshift_96": {
"type": "terms",
"id": "mindshift_96",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "96",
"found": true
},
"relationships": {},
"featImg": null,
"name": "professional development",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "professional development Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 96,
"slug": "professional-development",
"isLoading": false,
"link": "/mindshift/tag/professional-development"
},
"mindshift_193": {
"type": "terms",
"id": "mindshift_193",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "193",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Teaching Strategies",
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"title": "Teaching Strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 193,
"slug": "teaching-strategies",
"isLoading": false,
"link": "/mindshift/category/teaching-strategies"
},
"mindshift_21088": {
"type": "terms",
"id": "mindshift_21088",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21088",
"found": true
},
"relationships": {},
"featImg": null,
"name": "interdisciplinary",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "interdisciplinary Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20360,
"slug": "interdisciplinary",
"isLoading": false,
"link": "/mindshift/tag/interdisciplinary"
},
"mindshift_20564": {
"type": "terms",
"id": "mindshift_20564",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20564",
"found": true
},
"relationships": {},
"featImg": null,
"name": "literature",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "literature Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19841,
"slug": "literature",
"isLoading": false,
"link": "/mindshift/tag/literature"
},
"mindshift_21173": {
"type": "terms",
"id": "mindshift_21173",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21173",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Mathematical Sciences Research Institute",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Mathematical Sciences Research Institute Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20445,
"slug": "mathematical-sciences-research-institute",
"isLoading": false,
"link": "/mindshift/tag/mathematical-sciences-research-institute"
},
"mindshift_21172": {
"type": "terms",
"id": "mindshift_21172",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21172",
"found": true
},
"relationships": {},
"featImg": null,
"name": "MSRI",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "MSRI Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20444,
"slug": "msri",
"isLoading": false,
"link": "/mindshift/tag/msri"
},
"mindshift_20728": {
"type": "terms",
"id": "mindshift_20728",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20728",
"found": true
},
"relationships": {},
"featImg": null,
"name": "google classroom",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "google classroom Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20005,
"slug": "google-classroom",
"isLoading": false,
"link": "/mindshift/tag/google-classroom"
},
"mindshift_20512": {
"type": "terms",
"id": "mindshift_20512",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20512",
"found": true
},
"relationships": {},
"featImg": null,
"name": "growth mindset",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "growth mindset Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 19789,
"slug": "growth-mindset",
"isLoading": false,
"link": "/mindshift/tag/growth-mindset"
},
"mindshift_21114": {
"type": "terms",
"id": "mindshift_21114",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21114",
"found": true
},
"relationships": {},
"featImg": null,
"name": "ISTE 2017",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "ISTE 2017 Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20386,
"slug": "iste-2017",
"isLoading": false,
"link": "/mindshift/tag/iste-2017"
},
"mindshift_20943": {
"type": "terms",
"id": "mindshift_20943",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20943",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Jo Boaler",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Jo Boaler Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20215,
"slug": "jo-boaler",
"isLoading": false,
"link": "/mindshift/tag/jo-boaler"
},
"mindshift_125": {
"type": "terms",
"id": "mindshift_125",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "125",
"found": true
},
"relationships": {},
"featImg": null,
"name": "tech tools",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "tech tools Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 125,
"slug": "tech-tools",
"isLoading": false,
"link": "/mindshift/tag/tech-tools"
},
"mindshift_20720": {
"type": "terms",
"id": "mindshift_20720",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20720",
"found": true
},
"relationships": {},
"featImg": null,
"name": "early childhood education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "early childhood education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19997,
"slug": "early-childhood-education",
"isLoading": false,
"link": "/mindshift/tag/early-childhood-education"
},
"mindshift_276": {
"type": "terms",
"id": "mindshift_276",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "276",
"found": true
},
"relationships": {},
"featImg": null,
"name": "algebra",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "algebra Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 277,
"slug": "algebra",
"isLoading": false,
"link": "/mindshift/tag/algebra"
},
"mindshift_20966": {
"type": "terms",
"id": "mindshift_20966",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20966",
"found": true
},
"relationships": {},
"featImg": null,
"name": "community college",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "community college Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20238,
"slug": "community-college",
"isLoading": false,
"link": "/mindshift/tag/community-college"
},
"mindshift_790": {
"type": "terms",
"id": "mindshift_790",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "790",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Kindergarten",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Kindergarten Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 793,
"slug": "kindergarten",
"isLoading": false,
"link": "/mindshift/tag/kindergarten"
},
"mindshift_20652": {
"type": "terms",
"id": "mindshift_20652",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20652",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Teaching Channel",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Teaching Channel Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19929,
"slug": "teaching-channel",
"isLoading": false,
"link": "/mindshift/tag/teaching-channel"
},
"mindshift_21058": {
"type": "terms",
"id": "mindshift_21058",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21058",
"found": true
},
"relationships": {},
"featImg": null,
"name": "logic",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "logic Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20330,
"slug": "logic",
"isLoading": false,
"link": "/mindshift/tag/logic"
},
"mindshift_875": {
"type": "terms",
"id": "mindshift_875",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "875",
"found": true
},
"relationships": {},
"featImg": null,
"name": "TED-Ed",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "TED-Ed Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 878,
"slug": "ted-ed",
"isLoading": false,
"link": "/mindshift/tag/ted-ed"
},
"mindshift_707": {
"type": "terms",
"id": "mindshift_707",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "707",
"found": true
},
"relationships": {},
"featImg": null,
"name": "videos",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "videos Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 710,
"slug": "videos",
"isLoading": false,
"link": "/mindshift/tag/videos"
},
"mindshift_20813": {
"type": "terms",
"id": "mindshift_20813",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20813",
"found": true
},
"relationships": {},
"featImg": null,
"name": "math circles",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "math circles Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20090,
"slug": "math-circles",
"isLoading": false,
"link": "/mindshift/tag/math-circles"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
