January 7, 2025 • 26 mins
Discover the timeless tradition of Distaff Day and learn how it pays homage to the industrious women. We unravel the history and linguistic roots of the term "distaff" and explore its cultural significance. From hands-on spinning techniques to educational strategies using yarn in the classroom, there's much to uncover about how these practices continue to foster creativity and community.
Meanwhile, math enthusiasts won't want to miss our conversation with CPM professional learning specialists Adam Varnes and Bridget Gunn. We dive into the intricacies of the California Math Framework, showcasing its student-centered approach and commitment to equity in education. Explore how big ideas, open tasks, and teaching for social justice will transform math instruction across the state.
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The More Math for More People Podcast is produced by CPM Educational Program.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:17):
You are listening to the More Math for More People
podcast.
An outreach of CPM educationalprogram Boom.
An outreach of CPM educationalprogram.
Speaker 2 (00:26):
Boom, all right.
January 7th.
Speaker 1 (00:34):
It is.
It's a new year, it's 2025.
Speaker 2 (00:38):
Well, take me three weeks, five weeks, 10 weeks.
Speaker 1 (00:41):
So we'll start writing that Well when I say
it's 2026, that's what I used tosay.
Speaker 2 (00:47):
Actually it gets confusing for me, like right
away, because we finished the2024 teacher conference and we
start playing for the 2025, andthen we also start talking about
the 2026.
So, anyway, it's 2025 and it'sJanuary 7th.
What's the national day today?
Joel?
Speaker 1 (01:02):
It's Distaff Day.
What?
What's the?
Speaker 2 (01:04):
national day today, Joel it's.
Speaker 1 (01:04):
Distaff Day.
Speaker 2 (01:05):
What?
I don't know what that means.
Distaff Day.
Speaker 1 (01:07):
Just by the name.
Speaker 2 (01:11):
What do you think it means Curious?
I think distaff is a word that.
I've seen many times and don'tactually know what it means.
I feel like it's one of thosewords that I want to think it
means dislike or something likeanti-something, but I don't
think it is, it's not.
Speaker 1 (01:29):
Another name for this day is Rock Day R-O-C.
Does that ring any bells foryou?
Speaker 2 (01:34):
Like a bird.
Speaker 1 (01:36):
It's not a bird.
Speaker 2 (01:39):
I think a rock is a bird.
Speaker 1 (01:43):
Well, that could be a bird, but this day is not about
birds.
Speaker 2 (01:47):
It's an ancient mythological bird.
It's a Norwich legendary birdof prey in the popular mythology
in the Middle East.
Speaker 1 (01:53):
No idea what that has to do with this staff day, okay
, but a distaff is symbolizedduring medieval times, but it's
a symbol of just honoring thework of women in the textile
area to society.
So the spindle is another thingthat I would think of this, and
when I think you know it's gotthe wheel and the foot pedal and
(02:16):
you're making the yarn, and thething that comes to mind the
most when I see this symbol isRumpelstiltskin.
Speaker 2 (02:24):
Okay, that's all over the place.
Speaker 1 (02:25):
So that was a very powerful image for me when he
did the gold.
Oh yeah, he spun the wheat intogold.
Yeah, something.
Speaker 2 (02:37):
And helped out the women every time and then took
all our babies, and then youtake our babies.
Speaker 1 (02:41):
Yeah, yeah, well.
Speaker 2 (02:42):
I mean.
Speaker 1 (02:43):
So this is not about celebrating taking babies, just
to be clear To be, clear to beclear.
All right, it is.
It's about just celebrating thetextile industry and
specifically women in thatindustry.
Speaker 2 (02:55):
Yeah, yeah, that's interesting Because I just did a
quick Google on what distaffmeans.
And it's a sticker spindle ontowhich the wool or flax is wound
for spinning.
And means and it's the asticker spindle onto which the
wool or fox is wound forspinning.
Speaker 1 (03:09):
and then as a modifier noun it is of or
concerning women, yep, and it'skind of done this time of year.
I find this an interesting factis that it takes root when
women were working and then theyhad to return to their regular
household chores 12 days afterChristmas.
Speaker 2 (03:28):
Oh gotcha, because it's 12 days of Christmas and
now you've got to go back towork.
Yeah, wow, so nobody was makingany wool or clothing or
anything during that time.
Speaker 1 (03:39):
Hopefully they had made enough clothing before that
time, then they had to pick itback up again for the next time
Interesting Sure All right, soJanuary up again for the next
time Interesting Sure, all right.
Speaker 2 (03:46):
So January 7th is Distaff Day, yeah, celebrating
women going back to work.
Speaker 1 (03:54):
Yeah.
Speaker 2 (03:55):
I know.
Speaker 1 (03:55):
And it's also called Rock Day.
Speaker 2 (03:57):
I wonder why it's called Rock Day.
Speaker 1 (03:59):
Oh, because in Northern European languages that
means distaff.
Speaker 4 (04:03):
So that's not too hard, we're just talking about
language there.
Speaker 2 (04:07):
Uh-huh, yeah, uh-huh, yeah, yeah.
A rock has done the compass, itstill means a giant
mythological bird described inthe Arabian Nights, that's
probably where I remember itfrom.
Speaker 1 (04:19):
Well, that's a different day.
Okay, all right, but yeah Allright.
Speaker 2 (04:24):
So this is an interesting day, then that's
right.
Well, how might you choose tocelebrate this day?
Well, I'm wondering, what is?
Speaker 1 (04:32):
suggested.
Okay, well, what's suggested is?
You could try out spinning.
Speaker 4 (04:37):
Oh, I know some how to spin.
Speaker 1 (04:39):
I do too.
My aunt and also I was unableto take the classes, but I went
to the Trailing of the SheepFestival recently the beginning
of October and there are classesthat you can take to learn how
to spin wool.
So I could prepare for this daynext year.
If I go to that festival again,you could read about the
(05:00):
distaff.
Or if you know somethingalready, you could go ahead and
teach somebody about distaff.
Or if you know somethingalready, you could go ahead and
teach somebody about distaffsyeah, all right.
Speaker 2 (05:10):
So it's more learning again.
Yes, a lot of learning we havea lot of celebrations around
learning, which is good they doall seem sort of to have an
informational theme, building anawareness of we'll see, yeah
thanks.
Well, I won't be Seems sort ofto have an informational theme
Building an awareness of Wilson.
Thanks.
Well, I won't be doing anythingwith wool, yeah, but I don't
(05:31):
know, maybe I'll do somethingwith the yarn that was made from
spinning.
Speaker 1 (05:36):
I like that.
Speaker 2 (05:37):
Well, it probably will happen.
Speaker 1 (05:40):
You know Algebra 2 and Integrated 3, the first
lesson of both of those booksfor the CPM curriculum is that
you get your students into teamsand they build
three-dimensional shapes withyarn.
Yeah, and so I remember gettingprepared as I implemented CPM
(06:00):
and I thought, well, look atthis deal.
And I was online at OfficeDepot or somewhere and there was
a yarn barn and I was like thisis perfect, it's got different
colors, it opens up, it lookslike a barn.
Our whole department can use it, I think, because you can reuse
the games.
I think that yarn barn is stillsitting in my classroom today
(06:23):
somewhere at the school, but itis a.
It wasn't that expensive, ifanybody's interested but there's
a tire.
Oh, it was.
I'm going to go eight by four,so 32.
Wow yeah.
Speaker 2 (06:38):
Far exceeds the.
Oh my gosh, you do not needthat much yard.
Speaker 1 (06:44):
If you want to do like a giveaway, hey, kids, a
thing of yarn, then that wouldbe the thing for you we couldn't
.
Speaker 2 (06:52):
Yeah, most kids are not into yarn that much.
Those are more yeah, yeah.
All right, so did you decidewhat you're going to do for?
Speaker 1 (06:58):
this afternoon I'm going to call my aunt yeah, nice
, because, yeah, what a greatway to connect.
Because she's a yarner.
Speaker 2 (07:10):
All right, well, enjoy that.
Speaker 1 (07:12):
Okay, I will.
Speaker 2 (07:12):
Okay, bye.
Speaker 1 (07:14):
Bye.
Speaker 2 (07:31):
So, before we get to our conversation of the podcast
for today, I want to let you allknow that, as of today, you
have less than two weeks left toregister at the regular prices
for the CPM Teacher Conference.
If you haven't heard yet, theCPM Teacher Conference is on the
(07:57):
last weekend and 23rd ofFebruary in San Diego.
Yes, lovely, sunny San Diego.
Unless you're actually in SanDiego or Southern California
right now, you could look outthe window and the weather is
probably better in San Diego.
So come to San Diego the end ofFebruary, Join the CPM Teacher
(08:18):
Conference.
We have a day and a half ofsessions for you, includes your
meals during the conference, andit's going to be jam-packed
with exciting things.
Also, on the Friday before, onFebruary 21st, we have the
pre-conference.
So if you're interested in alsoadding on the pre-conference,
we have seven choices for thepre-conference and these include
(08:41):
building thinking classroomsleading for change, foundations
for coaching, activating agencyfor multilingual learners,
equity in the classroom,supporting students with
exceptionalities and making theconnections.
The California framework.
Speaking of that one, that's ournext conversation.
(09:02):
So just pause the podcast rightnow and go register for the CPM
Teacher Conference at the endof February.
Do it before January 17th, sothat you can get the regular
prices.
Otherwise you're gonna have topay more and you know you don't
wanna miss out.
Do it now, hey Gast.
(09:36):
Well, only one time we startedwe did like 10 minutes of
conversation.
I realized that we weren'trecording it.
Speaker 4 (09:42):
Yeah, it's not bad.
That's not bad, it's only onceyeah right, this run exactly
okay.
Speaker 2 (09:49):
so we're here today with adam barnes and bridget
gunn, who are professionallearning specialists for cpm,
who live in the california, andwe're here to talk with them
today about the California mathframework and CPM.
So welcome to the podcast,richard.
Speaker 1 (10:08):
Yes, welcome.
Speaker 4 (10:10):
Thanks for joining.
Speaker 2 (10:11):
Thanks for having us.
Speaker 4 (10:12):
Thanks for having us.
Speaker 2 (10:14):
Okay, so California has a new math framework.
What does that mean?
Why and what's the point ofthis?
Speaker 4 (10:21):
Well, again, thanks for having us here for this
exciting topic here.
Speaker 1 (10:28):
It is exciting.
Speaker 2 (10:29):
Cutting edge podcast.
Speaker 4 (10:32):
There we go, so just a little bit of background.
This process started in 2013,when we adopted the Common Core
state standards and, as the namesuggests, the purpose of those
was to provide specificbenchmarks that all California
students should be meeting asthey're progressing through
their mathematics education.
(10:52):
So all of that kind of led upto where last July so July of
2023, the state passed the newmathematics framework for
California public schools.
Now the focus of this newframework is not on the
standards and the students,necessarily, but it's more on
the instruction and being ableto provide math educators with
(11:12):
proven, research-basedstrategies.
That is really meant to enhancethe teaching and ensure access
and inclusion for all students.
Math has traditionally been, andquite often still seen as a
teacher-centered classroom.
Right, students arefront-loaded with information.
There's typically an I do, wedo, you do sort of format, and
(11:34):
this new framework really aimsto create a more
student-centered classroom wherestudents take on more
responsibility for theirlearning and are really given
opportunities to work on thoserich, engaging tasks, while the
teacher takes on more of afacilitator role.
Speaker 2 (11:49):
Cool.
That's pretty exciting for usat CPM, because I think that's
exactly what we would have beenExactly that's what we're
shooting for.
Speaker 1 (11:57):
That sounds familiar, yeah, indeed so with the
framework, though, what are somelike just main takeaways, main
points.
Speaker 2 (12:05):
So one of the big components of the framework that
people hear a lot about are bigideas, and that really is
rooted.
It's a good thing for CPM thatthey're being called out, so
you'll hear of them as eitherbig ideas or major conceptual
ideas, and it's basically likewhat the CPM users will know as
(12:31):
the storyline, keeping thesemath topics connected versus
we're going to learn how todivide fractions and then we're
going to move on to addingintegers and then we're going to
move on to the next teaching,those standards from 2013 in
silos.
So that's one of the big thingsin the discourse around the
(12:54):
framework that really alignswith the CPM philosophy.
And then there are the threedimensions that guide
instructional design.
So they have broken this downinto the why, which they call
the drivers of investigation.
So students are either makingsense of the world around them,
(13:18):
predicting what could happen, orlooking at how the
investigation they're divinginto could impact the future, so
really stressing that whatwe're learning in math class
will be useful outside of mathclass.
A second part of those threedimensions is the standards for
(13:40):
mathematical practice.
So those were also in the 2013framework, but there's a little
bit more emphasis on them thesecond time around on.
They're not just going to be onthe wall next to us.
We are going to utilize thestandards of mathematical
practice and really embed theminto being a habit of mind so
(14:03):
that we're creating problemsolvers and fostering that
problem solving mentality instudents.
And then the third part of thatis the content connections.
And so what they've done withthe content connections is taken
, made these like four reallybig buckets that all TK-12
standards could fall into.
So they are reasoning with data, exploring, changing quantities
(14:27):
, taking holes apart and puttingparts back together and then
discovering shape and space.
So they've really made thesereally broad categories that
span TK-12 that any standardcould go into.
So that's kind of how they'reframing what students are
learning.
So the why, the how and thewhat are kind of the focus of
(14:50):
the instructional design withthis framework.
Speaker 1 (14:53):
That's pretty cool, yeah.
So then how would you say thatthose rocks this framework?
How does that help address, say, issues of marginalized groups
or equity within those groups?
Speaker 4 (15:06):
Yeah.
So another part of theframework is what they're
calling the components ofequitable and engaging teaching
and it's really just meant to,like you said, joel, just
address historical issues ofmarginalization, address those
inequities that do show up inmath classes.
So the first component isplanned teaching around those
big ideas.
So, like Bridget said, thosebig ideas are the through
(15:28):
threads.
You know those again as CPMusers.
We know it as the storyline.
What are those threads thatcontinue, not just within a
course but from course to courseand when we structure lessons
around those big ideas didn't?
They're number one, able tomake more connections with the
math, but also they move awayfrom seeing math as just a bunch
of these random siloed topicsand instead are able to see.
(15:51):
You know the storyline thatwe've talked about.
The framework also talks aboutusing open and engaging tasks
Again, those familiar with CPMthat just we're used to that
right.
The third component they talkabout is teaching towards social
justice.
Now we do want to clarify that.
You know the framework when ituses social justice, it's not
(16:11):
referring to social justice asit's commonly known or as we
commonly know it in our society,as like addressing societal
inequities or things like that.
The framework is very specificand clear that when they mean
teaching towards social justice,they want teachers and
instruction to really positionstudents to see themselves and
(16:32):
their peers as mathematicallycompetent.
And then the last twocomponents they kind of go
together.
But we want to invite studentquestions and conjectures and
also prioritize reasoning andjustification.
When we allow students to askquestions, make conjectures,
they become active learners intheir in that math class rather
than passive, you know, formularegurgitators, and so by
(16:54):
allowing them to ask questions,conjectures, they really become
part of their learning.
And then, prioritizingreasoning and justification,
they should be able to explainwhere their answer is coming
from, where is it leading toward, and that will just really help
them to make connections.
Speaker 2 (17:09):
So it sounds to me like there's like you've
mentioned a few, there's quite afew places where this connects
and overlaps, ties in with whatwe're doing at CPM and the
curriculum that we've written.
So can you elaborate some more?
Like how does the CPMcurriculum really tie together
with the framework?
Yeah, so I hope Adam was goingthrough those.
(17:29):
You heard a lot of oh, we didthat already and that's really
how we felt.
Going through and breaking downthe framework as well is oh,
this is really rooted in a lotof the philosophy of CPM, and
(18:15):
one of our colleagues, susan,has said this a few times that
the framework is really aboutputting teachers back in the
driver's seat as they go toimplement the framework and
gives them the flexibility todecide, okay, what standard of
mathematics we're giving, thestandards for mathematical
practice in a certain lesson,which one do my students need
today?
And then, what study team andteaching strategies can I pull
from to really support studentsin that work?
Because I have this open andengaging task that's given to me
(18:39):
through CPM and I know thestoryline is tied in with those
major conceptual ideas.
So to us there really is astrong connection between the
two.
There are, all of you know,with anything that comes out, I
feel like there are always thenitpicky what needs to be where,
when to kind of make the grade.
(19:01):
So learning objectives need tobe student-facing, standards
need to be student-facing, thestandards for mathematical
practice will be student facing.
There's a lot of those kind ofcheck boxes that are being
updated in our third edition andare currently available in
Inspiring Connections.
But really the philosophy ofCPM and the philosophy of the
(19:25):
new mathematics framework arevery closely aligned.
So, as we're moving closer tothe time when the framework will
be in place and schools willneed to be teaching using it,
what kind?
What are the supports that theCPM and the California team is
providing for teachers as wemove into that?
Speaker 4 (19:45):
time frame team shout out to the cpm california team
for sure, oh yeah, but we havebeen very hard at work, putting
lots of supports and things inplace to help teachers as we get
near to that implementationdate.
We have already hosted a coupledifferent webinars to go.
I know we've provided bridgetand I have talked about a lot of
(20:06):
the framework, but we do aneven deeper dive in these
webinars to really go into thecomponents we've talked about.
So we've done webinars, we'vehosted presentations and we will
be hosting more presentationsthroughout the year at various
conferences, including our ownCPM conference.
So if you're coming to the clubfor the conference here, please
(20:28):
look out for the frameworksession.
And then, in terms ofsupporting teachers in their
day-to-day, we are reallyprioritizing those
implementation support visitsgetting into classrooms, doing
observations, having debriefsand being able to answer
questions one-on-one and at thesite level, as well, as you know
(20:49):
, continuing with ourprofessional learning.
We're getting more and morequestions as the days, the dates
get nearer, so we'll becontinuing to provide all those
supports as well.
Speaker 2 (20:59):
And shout out for the pre-conference.
There will be a full day ofdiving into the framework and
you bring your friends.
You don't have to be a CPM user.
We're really just talking aboutthe framework, taking it apart,
applying it to problems so thatwe can see, like, what does a
classroom that is teachingtowards a framework actually
(21:20):
look like?
Speaker 1 (21:23):
So a question there Bring your friends, Everybody's
welcome.
How would one register to maybebe in that pre-conference
session?
Speaker 2 (21:34):
I'm going to answer the question they don't have to
answer my question yeah, toregister for the pre-conference,
you would go to shopcpmorg.
Speaker 4 (21:42):
I love it.
Speaker 2 (21:42):
And follow it to the conference.
And then all thepre-conferences are listed there
, including the Californiaframework.
Speaker 1 (21:50):
So, besides the pre-conference, though, what are
kind of the next key dates thatare going to happen?
What's the plan forimplementation here?
Speaker 2 (21:59):
Yeah, so materials are submitted for acceptance
onto the approved materials listin March.
So our Inspiring Connectionsmaterials for middle school are
(22:30):
all set and good to go and ourthird edition materials will be
ready for that date preview andpilot, an implementation trial
and all the things.
And Core Connections 3rdEdition for middle school will
be available to preview in thespring and Core Connections 3rd
Edition high school should beavailable to preview at some
(22:52):
point in the late fall.
So all the updates are comingsoon.
That's a lot of updates.
And the approved material comesout, I believe, next September.
Speaker 1 (23:04):
Okay.
Speaker 2 (23:05):
Yeah.
Speaker 4 (23:10):
Anything else that we need to know.
Well, if you're not so much anaudio fan but you like to read,
there is an article on thenewsletter that the California
team, we put together.
So if you'd rather read, Ithink that one would go into a
little bit more detail.
But just keep an eye out forupcoming webinars and
presentations.
Speaker 2 (23:24):
Feel free to reach out to anyone on the California
team if you have specificquestions or need more
information, more information,if you really like to read our
framework, is on the CaliforniaDepartment of Ed website in 13
separate PDF documents.
Nice, they're in the summarychapter, but there are various
(23:46):
Awesome Well, thank you so muchboth of you for coming on the
podcast and giving us thisrun-through of the California
Mass Framework.
Neither Joel and I live inCalifornia, so it's all news for
us.
We really appreciate you comingin and hopefully helping out
listeners figure out how theycan use CPM to do this.
Thank, you.
Thanks for having us.
Speaker 4 (24:06):
Thanks for having us.
Speaker 3 (24:14):
So that is all we have time for on this episode of
the More Math for More Peoplepodcast.
If you are interested inconnecting with us on social
media, find our links in thepodcast description, and the
music for the podcast wascreated by Julius H and can be
found on pixabaycom.
So thank you very much, julius.
Join us in two weeks for thenext episode of More Math for
(24:37):
More People.
What day will that be, joel?
Speaker 1 (24:40):
It'll be January 21st , international Sweatpants Day,
and I have to say, since thepandemic, since working at home,
I have embraced the sweatpantand then I love that society has
embraced the sweat pant as well.
We've always had the sweatpants, but it's always been had
that connotation of I'm sleepyor casual or I'm relaxed.
(25:05):
I'm telling you there'sfashionable sweat pants out
there and I am all forInternational Sweat Pantspants
day.
I hope you are too, and I can'twait to talk about it with
Misty.
So we'll see you on January21st, thank you.
You are listening to the More Math for More People
podcast.
An outreach of CPM educationalprogram Boom.
An outreach of CPM educationalprogram.
Speaker 2 (00:26):
Boom, all right.
January 7th.
Speaker 1 (00:34):
It is.
It's a new year, it's 2025.
Speaker 2 (00:38):
Well, take me three weeks, five weeks, 10 weeks.
Speaker 1 (00:41):
So we'll start writing that Well when I say
it's 2026, that's what I used tosay.
Speaker 2 (00:47):
Actually it gets confusing for me, like right
away, because we finished the2024 teacher conference and we
start playing for the 2025, andthen we also start talking about
the 2026.
So, anyway, it's 2025 and it'sJanuary 7th.
What's the national day today?
Joel?
Speaker 1 (01:02):
It's Distaff Day.
What?
What's the?
Speaker 2 (01:04):
national day today, Joel it's.
Speaker 1 (01:04):
Distaff Day.
Speaker 2 (01:05):
What?
I don't know what that means.
Distaff Day.
Speaker 1 (01:07):
Just by the name.
Speaker 2 (01:11):
What do you think it means Curious?
I think distaff is a word that.
I've seen many times and don'tactually know what it means.
I feel like it's one of thosewords that I want to think it
means dislike or something likeanti-something, but I don't
think it is, it's not.
Speaker 1 (01:29):
Another name for this day is Rock Day R-O-C.
Does that ring any bells foryou?
Speaker 2 (01:34):
Like a bird.
Speaker 1 (01:36):
It's not a bird.
Speaker 2 (01:39):
I think a rock is a bird.
Speaker 1 (01:43):
Well, that could be a bird, but this day is not about
birds.
Speaker 2 (01:47):
It's an ancient mythological bird.
It's a Norwich legendary birdof prey in the popular mythology
in the Middle East.
Speaker 1 (01:53):
No idea what that has to do with this staff day, okay
, but a distaff is symbolizedduring medieval times, but it's
a symbol of just honoring thework of women in the textile
area to society.
So the spindle is another thingthat I would think of this, and
when I think you know it's gotthe wheel and the foot pedal and
(02:16):
you're making the yarn, and thething that comes to mind the
most when I see this symbol isRumpelstiltskin.
Speaker 2 (02:24):
Okay, that's all over the place.
Speaker 1 (02:25):
So that was a very powerful image for me when he
did the gold.
Oh yeah, he spun the wheat intogold.
Yeah, something.
Speaker 2 (02:37):
And helped out the women every time and then took
all our babies, and then youtake our babies.
Speaker 1 (02:41):
Yeah, yeah, well.
Speaker 2 (02:42):
I mean.
Speaker 1 (02:43):
So this is not about celebrating taking babies, just
to be clear To be, clear to beclear.
All right, it is.
It's about just celebrating thetextile industry and
specifically women in thatindustry.
Speaker 2 (02:55):
Yeah, yeah, that's interesting Because I just did a
quick Google on what distaffmeans.
And it's a sticker spindle ontowhich the wool or flax is wound
for spinning.
And means and it's the asticker spindle onto which the
wool or fox is wound forspinning.
Speaker 1 (03:09):
and then as a modifier noun it is of or
concerning women, yep, and it'skind of done this time of year.
I find this an interesting factis that it takes root when
women were working and then theyhad to return to their regular
household chores 12 days afterChristmas.
Speaker 2 (03:28):
Oh gotcha, because it's 12 days of Christmas and
now you've got to go back towork.
Yeah, wow, so nobody was makingany wool or clothing or
anything during that time.
Speaker 1 (03:39):
Hopefully they had made enough clothing before that
time, then they had to pick itback up again for the next time
Interesting Sure All right, soJanuary up again for the next
time Interesting Sure, all right.
Speaker 2 (03:46):
So January 7th is Distaff Day, yeah, celebrating
women going back to work.
Speaker 1 (03:54):
Yeah.
Speaker 2 (03:55):
I know.
Speaker 1 (03:55):
And it's also called Rock Day.
Speaker 2 (03:57):
I wonder why it's called Rock Day.
Speaker 1 (03:59):
Oh, because in Northern European languages that
means distaff.
Speaker 4 (04:03):
So that's not too hard, we're just talking about
language there.
Speaker 2 (04:07):
Uh-huh, yeah, uh-huh, yeah, yeah.
A rock has done the compass, itstill means a giant
mythological bird described inthe Arabian Nights, that's
probably where I remember itfrom.
Speaker 1 (04:19):
Well, that's a different day.
Okay, all right, but yeah Allright.
Speaker 2 (04:24):
So this is an interesting day, then that's
right.
Well, how might you choose tocelebrate this day?
Well, I'm wondering, what is?
Speaker 1 (04:32):
suggested.
Okay, well, what's suggested is?
You could try out spinning.
Speaker 4 (04:37):
Oh, I know some how to spin.
Speaker 1 (04:39):
I do too.
My aunt and also I was unableto take the classes, but I went
to the Trailing of the SheepFestival recently the beginning
of October and there are classesthat you can take to learn how
to spin wool.
So I could prepare for this daynext year.
If I go to that festival again,you could read about the
(05:00):
distaff.
Or if you know somethingalready, you could go ahead and
teach somebody about distaff.
Or if you know somethingalready, you could go ahead and
teach somebody about distaffsyeah, all right.
Speaker 2 (05:10):
So it's more learning again.
Yes, a lot of learning we havea lot of celebrations around
learning, which is good they doall seem sort of to have an
informational theme, building anawareness of we'll see, yeah
thanks.
Well, I won't be Seems sort ofto have an informational theme
Building an awareness of Wilson.
Thanks.
Well, I won't be doing anythingwith wool, yeah, but I don't
(05:31):
know, maybe I'll do somethingwith the yarn that was made from
spinning.
Speaker 1 (05:36):
I like that.
Speaker 2 (05:37):
Well, it probably will happen.
Speaker 1 (05:40):
You know Algebra 2 and Integrated 3, the first
lesson of both of those booksfor the CPM curriculum is that
you get your students into teamsand they build
three-dimensional shapes withyarn.
Yeah, and so I remember gettingprepared as I implemented CPM
(06:00):
and I thought, well, look atthis deal.
And I was online at OfficeDepot or somewhere and there was
a yarn barn and I was like thisis perfect, it's got different
colors, it opens up, it lookslike a barn.
Our whole department can use it, I think, because you can reuse
the games.
I think that yarn barn is stillsitting in my classroom today
(06:23):
somewhere at the school, but itis a.
It wasn't that expensive, ifanybody's interested but there's
a tire.
Oh, it was.
I'm going to go eight by four,so 32.
Wow yeah.
Speaker 2 (06:38):
Far exceeds the.
Oh my gosh, you do not needthat much yard.
Speaker 1 (06:44):
If you want to do like a giveaway, hey, kids, a
thing of yarn, then that wouldbe the thing for you we couldn't
.
Speaker 2 (06:52):
Yeah, most kids are not into yarn that much.
Those are more yeah, yeah.
All right, so did you decidewhat you're going to do for?
Speaker 1 (06:58):
this afternoon I'm going to call my aunt yeah, nice
, because, yeah, what a greatway to connect.
Because she's a yarner.
Speaker 2 (07:10):
All right, well, enjoy that.
Speaker 1 (07:12):
Okay, I will.
Speaker 2 (07:12):
Okay, bye.
Speaker 1 (07:14):
Bye.
Speaker 2 (07:31):
So, before we get to our conversation of the podcast
for today, I want to let you allknow that, as of today, you
have less than two weeks left toregister at the regular prices
for the CPM Teacher Conference.
If you haven't heard yet, theCPM Teacher Conference is on the
(07:57):
last weekend and 23rd ofFebruary in San Diego.
Yes, lovely, sunny San Diego.
Unless you're actually in SanDiego or Southern California
right now, you could look outthe window and the weather is
probably better in San Diego.
So come to San Diego the end ofFebruary, Join the CPM Teacher
(08:18):
Conference.
We have a day and a half ofsessions for you, includes your
meals during the conference, andit's going to be jam-packed
with exciting things.
Also, on the Friday before, onFebruary 21st, we have the
pre-conference.
So if you're interested in alsoadding on the pre-conference,
we have seven choices for thepre-conference and these include
(08:41):
building thinking classroomsleading for change, foundations
for coaching, activating agencyfor multilingual learners,
equity in the classroom,supporting students with
exceptionalities and making theconnections.
The California framework.
Speaking of that one, that's ournext conversation.
(09:02):
So just pause the podcast rightnow and go register for the CPM
Teacher Conference at the endof February.
Do it before January 17th, sothat you can get the regular
prices.
Otherwise you're gonna have topay more and you know you don't
wanna miss out.
Do it now, hey Gast.
(09:36):
Well, only one time we startedwe did like 10 minutes of
conversation.
I realized that we weren'trecording it.
Speaker 4 (09:42):
Yeah, it's not bad.
That's not bad, it's only onceyeah right, this run exactly
okay.
Speaker 2 (09:49):
so we're here today with adam barnes and bridget
gunn, who are professionallearning specialists for cpm,
who live in the california, andwe're here to talk with them
today about the California mathframework and CPM.
So welcome to the podcast,richard.
Speaker 1 (10:08):
Yes, welcome.
Speaker 4 (10:10):
Thanks for joining.
Speaker 2 (10:11):
Thanks for having us.
Speaker 4 (10:12):
Thanks for having us.
Speaker 2 (10:14):
Okay, so California has a new math framework.
What does that mean?
Why and what's the point ofthis?
Speaker 4 (10:21):
Well, again, thanks for having us here for this
exciting topic here.
Speaker 1 (10:28):
It is exciting.
Speaker 2 (10:29):
Cutting edge podcast.
Speaker 4 (10:32):
There we go, so just a little bit of background.
This process started in 2013,when we adopted the Common Core
state standards and, as the namesuggests, the purpose of those
was to provide specificbenchmarks that all California
students should be meeting asthey're progressing through
their mathematics education.
(10:52):
So all of that kind of led upto where last July so July of
2023, the state passed the newmathematics framework for
California public schools.
Now the focus of this newframework is not on the
standards and the students,necessarily, but it's more on
the instruction and being ableto provide math educators with
(11:12):
proven, research-basedstrategies.
That is really meant to enhancethe teaching and ensure access
and inclusion for all students.
Math has traditionally been, andquite often still seen as a
teacher-centered classroom.
Right, students arefront-loaded with information.
There's typically an I do, wedo, you do sort of format, and
(11:34):
this new framework really aimsto create a more
student-centered classroom wherestudents take on more
responsibility for theirlearning and are really given
opportunities to work on thoserich, engaging tasks, while the
teacher takes on more of afacilitator role.
Speaker 2 (11:49):
Cool.
That's pretty exciting for usat CPM, because I think that's
exactly what we would have beenExactly that's what we're
shooting for.
Speaker 1 (11:57):
That sounds familiar, yeah, indeed so with the
framework, though, what are somelike just main takeaways, main
points.
Speaker 2 (12:05):
So one of the big components of the framework that
people hear a lot about are bigideas, and that really is
rooted.
It's a good thing for CPM thatthey're being called out, so
you'll hear of them as eitherbig ideas or major conceptual
ideas, and it's basically likewhat the CPM users will know as
(12:31):
the storyline, keeping thesemath topics connected versus
we're going to learn how todivide fractions and then we're
going to move on to addingintegers and then we're going to
move on to the next teaching,those standards from 2013 in
silos.
So that's one of the big thingsin the discourse around the
(12:54):
framework that really alignswith the CPM philosophy.
And then there are the threedimensions that guide
instructional design.
So they have broken this downinto the why, which they call
the drivers of investigation.
So students are either makingsense of the world around them,
(13:18):
predicting what could happen, orlooking at how the
investigation they're divinginto could impact the future, so
really stressing that whatwe're learning in math class
will be useful outside of mathclass.
A second part of those threedimensions is the standards for
(13:40):
mathematical practice.
So those were also in the 2013framework, but there's a little
bit more emphasis on them thesecond time around on.
They're not just going to be onthe wall next to us.
We are going to utilize thestandards of mathematical
practice and really embed theminto being a habit of mind so
(14:03):
that we're creating problemsolvers and fostering that
problem solving mentality instudents.
And then the third part of thatis the content connections.
And so what they've done withthe content connections is taken
, made these like four reallybig buckets that all TK-12
standards could fall into.
So they are reasoning with data, exploring, changing quantities
(14:27):
, taking holes apart and puttingparts back together and then
discovering shape and space.
So they've really made thesereally broad categories that
span TK-12 that any standardcould go into.
So that's kind of how they'reframing what students are
learning.
So the why, the how and thewhat are kind of the focus of
(14:50):
the instructional design withthis framework.
Speaker 1 (14:53):
That's pretty cool, yeah.
So then how would you say thatthose rocks this framework?
How does that help address, say, issues of marginalized groups
or equity within those groups?
Speaker 4 (15:06):
Yeah.
So another part of theframework is what they're
calling the components ofequitable and engaging teaching
and it's really just meant to,like you said, joel, just
address historical issues ofmarginalization, address those
inequities that do show up inmath classes.
So the first component isplanned teaching around those
big ideas.
So, like Bridget said, thosebig ideas are the through
(15:28):
threads.
You know those again as CPMusers.
We know it as the storyline.
What are those threads thatcontinue, not just within a
course but from course to courseand when we structure lessons
around those big ideas didn't?
They're number one, able tomake more connections with the
math, but also they move awayfrom seeing math as just a bunch
of these random siloed topicsand instead are able to see.
(15:51):
You know the storyline thatwe've talked about.
The framework also talks aboutusing open and engaging tasks
Again, those familiar with CPMthat just we're used to that
right.
The third component they talkabout is teaching towards social
justice.
Now we do want to clarify that.
You know the framework when ituses social justice, it's not
(16:11):
referring to social justice asit's commonly known or as we
commonly know it in our society,as like addressing societal
inequities or things like that.
The framework is very specificand clear that when they mean
teaching towards social justice,they want teachers and
instruction to really positionstudents to see themselves and
(16:32):
their peers as mathematicallycompetent.
And then the last twocomponents they kind of go
together.
But we want to invite studentquestions and conjectures and
also prioritize reasoning andjustification.
When we allow students to askquestions, make conjectures,
they become active learners intheir in that math class rather
than passive, you know, formularegurgitators, and so by
(16:54):
allowing them to ask questions,conjectures, they really become
part of their learning.
And then, prioritizingreasoning and justification,
they should be able to explainwhere their answer is coming
from, where is it leading toward, and that will just really help
them to make connections.
Speaker 2 (17:09):
So it sounds to me like there's like you've
mentioned a few, there's quite afew places where this connects
and overlaps, ties in with whatwe're doing at CPM and the
curriculum that we've written.
So can you elaborate some more?
Like how does the CPMcurriculum really tie together
with the framework?
Yeah, so I hope Adam was goingthrough those.
(17:29):
You heard a lot of oh, we didthat already and that's really
how we felt.
Going through and breaking downthe framework as well is oh,
this is really rooted in a lotof the philosophy of CPM, and
(18:15):
one of our colleagues, susan,has said this a few times that
the framework is really aboutputting teachers back in the
driver's seat as they go toimplement the framework and
gives them the flexibility todecide, okay, what standard of
mathematics we're giving, thestandards for mathematical
practice in a certain lesson,which one do my students need
today?
And then, what study team andteaching strategies can I pull
from to really support studentsin that work?
Because I have this open andengaging task that's given to me
(18:39):
through CPM and I know thestoryline is tied in with those
major conceptual ideas.
So to us there really is astrong connection between the
two.
There are, all of you know,with anything that comes out, I
feel like there are always thenitpicky what needs to be where,
when to kind of make the grade.
(19:01):
So learning objectives need tobe student-facing, standards
need to be student-facing, thestandards for mathematical
practice will be student facing.
There's a lot of those kind ofcheck boxes that are being
updated in our third edition andare currently available in
Inspiring Connections.
But really the philosophy ofCPM and the philosophy of the
(19:25):
new mathematics framework arevery closely aligned.
So, as we're moving closer tothe time when the framework will
be in place and schools willneed to be teaching using it,
what kind?
What are the supports that theCPM and the California team is
providing for teachers as wemove into that?
Speaker 4 (19:45):
time frame team shout out to the cpm california team
for sure, oh yeah, but we havebeen very hard at work, putting
lots of supports and things inplace to help teachers as we get
near to that implementationdate.
We have already hosted a coupledifferent webinars to go.
I know we've provided bridgetand I have talked about a lot of
(20:06):
the framework, but we do aneven deeper dive in these
webinars to really go into thecomponents we've talked about.
So we've done webinars, we'vehosted presentations and we will
be hosting more presentationsthroughout the year at various
conferences, including our ownCPM conference.
So if you're coming to the clubfor the conference here, please
(20:28):
look out for the frameworksession.
And then, in terms ofsupporting teachers in their
day-to-day, we are reallyprioritizing those
implementation support visitsgetting into classrooms, doing
observations, having debriefsand being able to answer
questions one-on-one and at thesite level, as well, as you know
(20:49):
, continuing with ourprofessional learning.
We're getting more and morequestions as the days, the dates
get nearer, so we'll becontinuing to provide all those
supports as well.
Speaker 2 (20:59):
And shout out for the pre-conference.
There will be a full day ofdiving into the framework and
you bring your friends.
You don't have to be a CPM user.
We're really just talking aboutthe framework, taking it apart,
applying it to problems so thatwe can see, like, what does a
classroom that is teachingtowards a framework actually
(21:20):
look like?
Speaker 1 (21:23):
So a question there Bring your friends, Everybody's
welcome.
How would one register to maybebe in that pre-conference
session?
Speaker 2 (21:34):
I'm going to answer the question they don't have to
answer my question yeah, toregister for the pre-conference,
you would go to shopcpmorg.
Speaker 4 (21:42):
I love it.
Speaker 2 (21:42):
And follow it to the conference.
And then all thepre-conferences are listed there
, including the Californiaframework.
Speaker 1 (21:50):
So, besides the pre-conference, though, what are
kind of the next key dates thatare going to happen?
What's the plan forimplementation here?
Speaker 2 (21:59):
Yeah, so materials are submitted for acceptance
onto the approved materials listin March.
So our Inspiring Connectionsmaterials for middle school are
(22:30):
all set and good to go and ourthird edition materials will be
ready for that date preview andpilot, an implementation trial
and all the things.
And Core Connections 3rdEdition for middle school will
be available to preview in thespring and Core Connections 3rd
Edition high school should beavailable to preview at some
(22:52):
point in the late fall.
So all the updates are comingsoon.
That's a lot of updates.
And the approved material comesout, I believe, next September.
Speaker 1 (23:04):
Okay.
Speaker 2 (23:05):
Yeah.
Speaker 4 (23:10):
Anything else that we need to know.
Well, if you're not so much anaudio fan but you like to read,
there is an article on thenewsletter that the California
team, we put together.
So if you'd rather read, Ithink that one would go into a
little bit more detail.
But just keep an eye out forupcoming webinars and
presentations.
Speaker 2 (23:24):
Feel free to reach out to anyone on the California
team if you have specificquestions or need more
information, more information,if you really like to read our
framework, is on the CaliforniaDepartment of Ed website in 13
separate PDF documents.
Nice, they're in the summarychapter, but there are various
(23:46):
Awesome Well, thank you so muchboth of you for coming on the
podcast and giving us thisrun-through of the California
Mass Framework.
Neither Joel and I live inCalifornia, so it's all news for
us.
We really appreciate you comingin and hopefully helping out
listeners figure out how theycan use CPM to do this.
Thank, you.
Thanks for having us.
Speaker 4 (24:06):
Thanks for having us.
Speaker 3 (24:14):
So that is all we have time for on this episode of
the More Math for More Peoplepodcast.
If you are interested inconnecting with us on social
media, find our links in thepodcast description, and the
music for the podcast wascreated by Julius H and can be
found on pixabaycom.
So thank you very much, julius.
Join us in two weeks for thenext episode of More Math for
(24:37):
More People.
What day will that be, joel?
Speaker 1 (24:40):
It'll be January 21st , international Sweatpants Day,
and I have to say, since thepandemic, since working at home,
I have embraced the sweatpantand then I love that society has
embraced the sweat pant as well.
We've always had the sweatpants, but it's always been had
that connotation of I'm sleepyor casual or I'm relaxed.
(25:05):
I'm telling you there'sfashionable sweat pants out
there and I am all forInternational Sweat Pantspants
day.
I hope you are too, and I can'twait to talk about it with
Misty.
So we'll see you on January21st, thank you.
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