DVD 2 – Daniel Ansari, Cathy Bruce, Doug Clements, Dan Meyer Daniel Ansari Daniel Ansari is an Associate Professor and Canada Research Chair (Tier II) in Developmental Cognitive Neuroscience in the Department of Psychology at Western University in London, Ontario, Canada. Ansari received his bachelor's degree in Psychology from the University of Sussex at Brighton, an MSc in Neuroscience from the University of Oxford and his PhD from the Institute of Child Health, University College London. Before moving to Western University, Ansari was an Assistant Professor in the Department of Education at Dartmouth College, USA from 2003 2006. Ansari’s research focuses on gaining a better understanding of how children develop numerical and mathematical competencies, why some children fail to acquire basic calculation skills (Developmental Dyscalculia) as well as what brain circuits are associated with the processing of number and our ability to calculate. One of the central aims of our research is to better understand how basic numerical competencies, those that humans share with other species, become transformed through the processes of development and enculturation. Ansari and his team use non invasive neuroimaging technologies such as fMRI, DTI and ERPs as well as traditional behavioral methods to explore these questions. Ansari is interested in forging greater links between neuroscience and education, as part of the emerging field of ‘Mind, Brain and Education’ or ‘Educational Neuroscience’ and therefore in using insights from the study of neurocognitive mechanisms to inform educational practice and policy. In 2009 Ansari received the ‘Early Career Contributions’ Award from the Society for Research in Child Development and in 2011 he was awarded the Boyd McCandless Early Researcher Award from the Developmental Psychology Division of the American Psychological Association He serves as an associate editor for the journals ‘Developmental Science’ and ‘Mind Brain and Education’ and since 2011 he is a member of the Board of Directors of the International Mind, Brain and Education Society. What is Developmental Dyscalculia? 4:53 Dr. Daniel Ansari defines and discusses what underlies Developmental Dyscalculia. He puts forth a theory that it involves a magnitude processing deficit. Ansari briefly talks about the relationship with fact retrieval, phonological awareness, and dyscalculia. Implications 6:41 Dr. Daniel Ansari discusses early math learning and number talk in the home as well as the use of calculators. He speaks about dot comparisons, symbol comparisons, subitizing, and developmental dyscalculia. How do we know? 3:48 It is important to focus on multiple assessment points to develop a clear picture of the student.
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DVD 2 – Daniel Ansari, Cathy Bruce, Doug Clements, Dan Meyer
Daniel Ansari Daniel Ansari is an Associate Professor and Canada Research Chair (Tier II) in Developmental Cognitive Neuroscience in the
Department of Psychology at Western University in London, Ontario, Canada. Ansari received his bachelor's degree in Psychology from the University of Sussex at Brighton, an MSc in
Neuroscience from the University of Oxford and his PhD from the Institute of Child Health, University College London. Before moving to Western University, Ansari was an Assistant Professor in the
Department of Education at Dartmouth College, USA from 2003-‐2006.
Ansari’s research focuses on gaining a better understanding of how children develop numerical and mathematical competencies, why some children fail to acquire basic
calculation skills (Developmental Dyscalculia) as well as what brain circuits are associated with the processing of number and our ability to calculate. One of the central aims of our research is to better understand how basic numerical competencies, those that humans share with other species, become
transformed through the processes of development and enculturation. Ansari and his team use non-‐invasive neuroimaging technologies such as fMRI, DTI and ERPs as well as traditional behavioral methods to explore these questions. Ansari is interested in forging greater links between neuroscience and
education, as part of the emerging field of ‘Mind, Brain and Education’ or ‘Educational Neuroscience’ and therefore in using insights from the study of neurocognitive mechanisms to inform educational practice and policy.
In 2009 Ansari received the ‘Early Career Contributions’ Award from the Society for Research in Child Development and in 2011 he was awarded the Boyd McCandless Early Researcher Award from the Developmental Psychology Division of the American Psychological Association He serves as an associate
editor for the journals ‘Developmental Science’ and ‘Mind Brain and Education’ and since 2011 he is a member of the Board of Directors of the International Mind, Brain and Education Society.
What is Developmental Dyscalculia? 4:53 Dr. Daniel Ansari defines and discusses what underlies Developmental Dyscalculia. He puts forth a theory that it involves a magnitude processing deficit. Ansari briefly talks about the relationship with
fact retrieval, phonological awareness, and dyscalculia.
Implications 6:41 Dr. Daniel Ansari discusses early math learning and number talk in the home as well as the use of calculators. He speaks about dot comparisons, symbol comparisons, subitizing, and developmental
dyscalculia.
How do we know? 3:48 It is important to focus on multiple assessment points to develop a clear picture of the student.
Gender 3:19 Effect sizes for gender differences are small but cultural and gender stereotypes have a negative impact on females. Accurate information can reverse this phenomenon.
Anxiety, Neuropsychology, and Mind Sets 5:18
Mathematics anxiety usually found in children with dyscalculia has negative cognitive consequences. Students need to believe their math abilities can be changed and shaped. Teachers need to be knowledgeable in the area of neuroscience.
Cathy Bruce Catherine D. Bruce is an Associate Professor at Trent University, in Peterborough, Ontario, Canada where she teaches mathematics methods courses in the School of Education and
Professional Learning. Cathy collaborates with teachers and researchers to engage in, and assess, professional learning models for mathematics and technology use, and she
researches the effects of these activities on teachers and students. Her mathematics interests focus on in algebra, rational numbers and spatial reasoning. Cathy’s research can
be accessed at www.tmerc.ca. You can also follow her on Twitter: @drcathybruce
Professional Learning
Key Features 5:57 Based on her research and the research of others, Dr. Cathy Bruce identifies five important professional
learning characteristics that link with student efficacy, teacher efficacy, and student achievement.
Efficacy 2:54 Teacher efficacy is a better predictor of student achievement than socio economic status. Dr. Cathy Bruce describes some aspects of both teacher and student efficacy.
Research Supported 2:45
Dr. Cathy Bruce describes how collaborative action research, educator research, gathering evidence, and referring to research-‐based literature are all ways of informing professional learning.
The Role of the Principal 2:32 The principal supports student learning through structure, a sustained focus on difficult content, and
through personal participation in professional learning and demonstrating a co-‐learning stance.
Scaling Up 4:58 Conditions conducive to scaling up include working in small teams, maintaining a content focus, providing time, and building trust. Explicitly developing math curriculum and leadership capacity for
classrooms, schools, and the system are important as districts move forward.
Learning and Technology
Information to Experience, Consumption to Production 3:52 Infusing technology supports enhanced learning and builds community. One must consider the “how” rather than the “wow”. We need to think about how deeply learning is enhanced through technology.
Benefits and Challenges 5:46 Technology can change the questions we ask to higher order thinking, can build collaboration and, when
used thoughtfully, can support students. Providing equitable access to technology has the potential to support learning for all students.
Math Talk
Negotiating Meaning and More 3:25 Math talk provides a way of negotiating meaning. It increases the depth of understanding. The talk needs to be genuine with less teacher talk and more student to student talk.
Math Talk Guidelines 2:19
It is important to establish norms about how to talk to each other about mathematics. The first layer of math talk is to explain your idea. The second layer is to agree or disagree with reason. The third layer is to go beyond. The fourth layer is to want to build on the ideas of others.
Implications 4:00
Math problems must be rich enough to invite discussion. That discussion encourages students to make
multiple connections. There will be interactions among representations. Students need to present their ideas in different ways. The expectation is that students will talk about why “a” is the best answer and why “b” and “c “are not good answers. It is important to take up wrong answers.
Early Years
Challenges 2:34
Challenges in the early years include focus, background, our adult tendency to underestimate what young children can do, and leveraging teachable moments.
Interventions 3:23 Early intervention can close gaps and provide all children with the foundation for success in
mathematics. What might this look like?
Learning Through Task Based Interviews 2:13 Through precise focused observation and task creation, we can uncover students’ math understandings, relate this to the curriculum, and build from there.
Doug Clements Dr. Douglas Clements, Kennedy Endowed Chair in Early Childhood Learning and Professor at the University of Denver, is widely regarded as "the major scholar" in the field of early childhood mathematics education, one with equal relevance to the academy, to the classroom, and to the educational policy arena. At the national, level, his contributions have led to the development of new mathematics curricula, teaching approaches, teacher training initiatives, and models of “scaling up” interventions, as well as having a tremendous impact on educational planning and policy, particularly in the area of mathematical literacy and access. He has served on President's National Mathematics Advisory Panel, the Common Core State Standards committee of the National Governor’s Association and the Council of Chief State School Officers, the
National Research Council’s Committee on Early Mathematics, the National Council of Teachers of Mathematics national curriculum and Principles and Standards committees, and is and co-‐author each of their reports. He is presently serving on the Common Core committee of the National Governor’s Association and the Council of Chief State School Officers, helping to write national academic standards. A prolific and widely cited scholar, he has earned external grant support totaling nearly $19 million, including major grants from the National Science Foundation, the National Institutes of Health, and the Institute of Education Sciences of the U.S. Department of Education. See http://portfolio.du.edu/dclemen9.
Intentional Play-‐based Learning 5:10 Good mathematics involves all approaches in teaching and learning.
Intentional Instruction 4:19
Mathematics is developmental and follows specific learning trajectories. Students need to learn the mathematical language to identify the math during their play. They need to connect mathematical ideas to each other and be able to talk about them.
Integrated Concrete Concepts 8:40
“Integrated concrete concepts” refers to students’ abilities to manipulate things in their mind, based on their past experience with concrete objects.
Early Math Learning 1:40 Early math learning can predict student success in reading, math, and graduating. Teachers’ skills are
enhanced by their knowledge of learning trajectories.
Dan Meyer Dan Meyer taught high school math for six years to students who in many cases did not like high school math. He's currently a doctoral candidate at Stanford University
in the field of math education. He speaks internationally and works with textbook publishers, helping them transition from print to digital media. He was named one
of Tech & Learning's 30 Leaders of the Future and an Apple Distinguished Educator. He lives in Mountain View, CA.
Experiencing Applied Mathematics 3:41 Dan offers some thinking around the contexts in which we position mathematics tasks and invites us to
consider different perspectives.
Activation and Accessibility 3:49 “Activation” means different things to different people. Dan asks us to consider what is important in activating thinking and how we might differentiate.
Transforming Classroom Culture 5:04
Shifting to a classroom that incorporates inquiry as a way of being is a journey.
Thoughts About Inquiry 5:19 Planning for inquiry is intentional.