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Culturally Responsive Strategies for Math Instruction

Culturally Responsive Strategies for Math Instruction. South Dakota Indian Education Summit September 24, 2012. Cultural Responsiveness of Common Core. How do S tandards for M athematical P ractice relate to Native American pedagogy?. Standards for Mathematical Practice.

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Culturally Responsive Strategies for Math Instruction

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  1. Culturally Responsive Strategies for Math Instruction South Dakota Indian Education Summit September 24, 2012

  2. Cultural Responsiveness of Common Core How do Standards for Mathematical Practice relate to Native American pedagogy?

  3. Standards for Mathematical Practice • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique reasoning • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning www.corestandards.org

  4. Commonality of Common Core Ojibwe Pedagogy Standards of Math Practice

  5. Food for Thought • The depressing thing about arithmetic badly taught is that it destroys a child’s intellect, and to some extent, his integrity. Before they are taught arithmetic, children will not give their assent to utter nonsense; afterwards, they will. • (Sawyer in Burns 1994, 119)

  6. Divergent Thinking Study Cite here

  7. Traditional Paradigm

  8. Modern Paradigm NCTM, 2000 Add it Up, 2001

  9. American Educator • If students fail to gain conceptual understanding, it will become harder and harder to catch up, as new conceptual knowledge depends on the old. Students will become more and more likely to simply memorize algorithms and apply them without understanding. • (Willinghelm, 2010)

  10. Variables Impacting Student Success • Schools control 3 out of 4 critical variables that determine student success in mathematics. • Fennel, 2002

  11. Five Strategies Contextualize concepts Instigate reasoning Promote represesentation Initiate discourse Generalize rules

  12. Contextualizing concepts Create “hooks” Use humor Tell stories Engage interest Make mysteries Relate to kids

  13. Estimating Products

  14. Instigating reasoning Ask great questions Ask LOTS of questions Wait for answers Give helpful info Create safety

  15. d c b e i g h a f

  16. d i g

  17. b c a d e f g h i

  18. f a c e

  19. Promoting representation Use problems that can be drawn Create partial models (informal procedure) Introduce “possible” solutions Have manipulatives available Positively reinforce alternative solutions

  20. Initiating discourse Share in pairs and small/whole groups Develop routines for “discussion” Have students share solutions Center student analysis on student work Cause debate

  21. Finding Perimeter of a Rectangular Shape

  22. Generalizing rules Flip the paradigm Force students to conjecture Test ideas and hypotheses Extend problems Use algorithms to summarize thinking

  23. From 27% to 95% Tower-Soudan becomes Reward School (Top 15% of MN schools)

  24. Thank you! For workshop materials and information please visit: http://mishtadim.wordpress.com Or email RunningHorse at: mishtadim@gmail.com

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