“Every year, (Saul) Rosenthal would open this award and give first, second and third place,” she said. “The lessons are generally free and available on the National Museum of Mathematics website. They are all math-based lessons, usually at the secondary school level.”

According to Adams, this was the institute’s first year. Created to expose participants to the lessons and ideologies behind what they are looking for in their lessons and to spread the word about lessons.

“Participants were from Canada and the United States,” said Adams. “Some were curriculum coaches, college professors, middle school and elementary school teachers.”

At the institute, Adams spoke about how participants practice mathematics, how to engage students, and how to empower students to see themselves as mathematicians and not create walls between mathematics and themselves. said.

“It was about building relationships with students in the math class,” she said. “We focused on productive struggle and problem-solving strategies.”

Adams is already implementing one of the strategies he learned in the lab in his classroom.

“I took a piece of bulletin board paper and lined the walls of my room. I had to,” she said.

Addition, subtraction, multiplication, and division are some of the more obvious, but Adams said some students wrote terms like “think” and “construct.”

“After experiencing several successful activities, when they feel safe with the activity’s success, go back and assess some of the math-related emotions,” she said.

Adams said it’s all about changing mindsets in math classrooms.

“It’s very important to teach students that they can achieve anything they can think of in mathematics,” she said. “It doesn’t even have to be math.

One of the lessons Adams and other participants learned in the lab was the flip-side-up coin flip performed by former Rosenthal Prize winner Ralph Pantozzi.

“He took us across the street to a park where we had to go forward for heads and back for backs with each flip,” she said. I was. “We did it, went through some activities, and ended up with everyone in different positions. Then he turned them all sideways and made them walk together.”

According to Adams, when someone looks down on the group, they can see the participants creating a frequency graph.

Part of the lab included choosing at least one lesson to introduce into the classroom, and Adams is still figuring out which lessons he wants to implement based on grade level.

“I finished by working on these lessons to personalize them and fit not only our personality in the content, but also the students we were about to take. Now that I’m starting to know, I need to fix it.My students this year,” Adams said.

Adams says the institute has left her feeling energized, inspired, and ready for the school year.