The NCTM Annual Meeting and Exposition

A teacher at Washington Heights Expeditionary Learning School, Nina Gribetz teaches math to 7th and 8th grade students and serves as the math department chair. Nina Gribetz works to stay abreast of current trends. To that end, she has attended the annual meeting and exposition hosted by the National Council of Teachers of Mathematics. 

Each year, the National Council of Teachers of Mathematics hosts their annual meeting and exposition in cities across the country. The event gives math teachers an opportunity to network, exchange ideas, and discover new teaching practices. The 2018 event took place in April in Washington, D.C.

Attendees of the annual meeting and exposition could choose from over 600 sessions, workshops, and quick informational presentations called bursts. Organizers grouped various educational opportunities into strands that addressed topics of interest. Topics included access and equity, assessment, curriculum, professionalism, best practices, modeling, and technology. New teachers of mathematics could also attend sessions in a strand designed specifically for them.

The 2018 conference featured a number of keynote presentations that addressed topics such as revolution in STEM education, catalyzing change in high school mathematics, and implementing effective math teaching in elementary and middle school.

Using Centers in the Math Classroom

New York educator Nina Gribetz is an experienced middle school math teacher who has served as the math department chair at Washington Heights Expeditionary Learning School for six years. A leading math curriculum specialist, Nina Gribetz has completed several notable fellowships for recognized organizations such as Algebra for All and Math for America. She supports her colleagues’ professional development by sharing her expertise in assessment, lesson planning, and instructional methods. 

Math centers are an instructional method that can be an alternative to traditional whole group teaching. Rather than providing an example on the board and students working on the same problem together, during a math centers lesson, children work in small groups that focus on math concepts taught in previous classes. Math centers give teachers the ability to work individually or in small groups with struggling students while keeping more advanced students challenged. 

Teachers should explain each center to the class and leave written instructions at each math area. Students can then cycle through these centers, doing one about every 10 minutes, so that each child has an opportunity to work on the problem, puzzle, or game set up at each area. These activities usually incorporate manipulatives such as counters, dice, and unifix cubes.

Common Hiking Myths

Since 2005, Nina Gribetz has been teaching middle school math in New York City. As a teacher, department chair, and team leader at Washington Heights Expeditionary Learning School, she is responsible for not only teaching math and algebra, but planning department meetings. Outside of work, Nina Gribetz enjoys hiking.

There are several myths about hiking that beginners and even veterans continue to believe. Below are a few examples:

Old people use hiking poles
Many people dismiss hiking poles as something that is only used by old people. However, this equipment is hugely beneficial to hikers of any age. They relieve pressure of the knees and legs and help hikers maintain endurance. Using hiking poles also gives hikers better balance.

GPS is all hikers need
GPS gadgets, such as phones or other devices, are great for helping hikers find their way outdoors. Still, GPS should not be the only navigation equipment a person has. Not only are these devices prone to battery depletion, but glitches in the GPS network can render them useless and leave hikers unsure of where they are.

Hikers are always in great shape
Certain treks, such as mountaineering trips and long-distance hikes, require a good level of physical fitness. This does not mean all hikers have to be in good shape, though. Rather, individuals looking to lose some weight can use hiking as an exercise. When doing this, people should begin by completing short, steady hikes and gradually work their way up to greater challenges.

How You Can Motivate Yourself to Run

A math teacher and the chair of the Math Department at Washington Heights Expeditionary Learning School in New York, Nina Gribetz is responsible for helping teachers improve their classroom management and planning and teaching middle school math. An avid runner in her free time, Nina Gribetz has participated in several half marathons and marathons.

Completing a run, particularly a long run, requires motivation. Unfortunately, runners sometimes lose this motivation and can struggle to get it back. Following are several ideas for rediscovering the motivation to run:

- Get started. When you are constantly thinking about the distance you need to run, the simple act of preparing for exercise can seem tiring. Instead of thinking about the run, just focus on getting ready. Put on your shoes and any other running gear you need for your trek. Completing this prep work can often get you motivated to get out there since you will have fewer reasons to skip your run.

- Make it routine. At the beginning, try running just a couple times per week. This makes the activity seem less painful since you’ll know you have the other days of the week to relax and enjoy yourself. Over time, gradually increase how often to run until it becomes part of your routine. Also, think about setting your run times for the morning. Getting up earlier can be challenging, but running before your day gets underway not only invigorates you, but also eliminates common excuses not to go out.

- Run with others. Most things are more fun when you do it with someone else. This is true with running, but having another person to run with also helps keep you accountable. You will only have so many excuses to give before your group or running partner realizes that something is up. Running with other people also gives you time to socialize and meet new friends who share your interest in running.

Approaches to Improved Math Classroom Instruction

Nina Gribetz studied economics at the University of Pennsylvania and earned her master’s of teaching secondary math at Pace University in New York City, New York. Now a math teacher at the Washington Heights Expeditionary Learning School in New York City, Nina Gribetz possesses extensive teaching experience having taught math in diverse capacities as a classroom instructor, mentor to fellow math teachers, and consultant. 

Effective math instruction relies on the teacher’s skills and its association with certain instructional characteristics. These instructional characteristics include approaches that get the subject matter across to the students. When these approaches are integrated into the classroom instruction, teachers become more effective in motivating and promoting learning.

1. Engage the students so that they are actively involved in working on the math problems. Teachers should make sure that all students are participating and that no one is sitting back watching others solve the problems. Students can take turns in solving mathematical problems and explaining the solutions to these problems.

2. Get the students to solve challenging mathematical problems. Math stimulates. Math is interesting because it can generate new knowledge. Students should appreciate the excitement math brings, and they should be able to integrate math into the challenges of the real world.

3. Pair the students together because it encourages partnership. According to studies, students tend to achieve more when they work in groups. When they are allowed to think through a problem collaboratively within a group, the likelihood of avoiding a dead end increases.

4. Give the students a variety of options to be able to communicate mathematically. As students are given the chance to communicate their ideas, they may write these concepts in their math journals. Class discussions also provide opportunities for the students to hear others, which can promote understanding as well as respect.

Ballmer Group Gifts More than $10 Million to TFA

A middle school and high school math teacher at New York’s Washington Heights Expeditionary Learning School, Nina Gribetz leverages more than 10 years of math experience to create and execute standards-based math curriculum. Dedicated to giving back to her community, Nina Gribetz spent three years serving as a math teacher for Teach for America (TFA).

At the beginning of 2018, TFA, an organization dedicated to developing and supporting a network of classroom leaders in an effort to end educational inequality, announced that it had been given a $10 million grant from the Ballmer Group. This philanthropic organization established by Steve and Connie Ballmer will distribute its grant to TFA over the course of five years. TFA plans to use this money for training, recruiting, and further developing teachers who are committed to ridding every country of educational injustice.

In addition to this large grant from the Ballmer Group, two additional gifts will be made to TFA to support a growing corps member and alumni base in specific regions. TFA’s operations in Washington will receive a $1.5 million grant through 2020 to supports its growth. A matching grant in the amount of $2.25 million was also given to TFA - Los Angeles.

An Introduction to Number Talks

Nina Gribetz is an experienced mathematics educator and department head at Washington Heights Expeditionary Learning School, where she introduces innovative pedagogical tools. Nina Gribetz has presented a master class on number talks at the EL Education National Conference.

Number talks are a way of getting students to think flexibly about numbers and to perform mental calculations. The teacher presents a basic problem and challenges the students to think of as many ways of solving the problem as possible. A strong thinking process and clear communication of ideas, rather than speed and correct answers, are the primary goals of the exercise.

Initially, a number talk involves an individual exercise. Each student thinks about the question presented and subtly shows, using fingers against the chest, how many ways he or she has found to solve the problem. This allows all students to think carefully and prevents them from feeling pressure to keep up with the fastest students.

Once everyone or almost everyone has come up with at least one solution, the teacher asks students to share their ideas. The teacher writes down all solutions and then invites students to share how they got their answer. Students then discuss the different approaches and determine the correct answer as a group.