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USING THE LANGUAGE TO INCREASE DEEPER MATHEMATICAL MEANING AND UNDERSTANDING

USING THE LANGUAGE TO INCREASE DEEPER MATHEMATICAL MEANING AND UNDERSTANDING. Armando M. Martinez-Cruz CSU Fullerton a martinez-cruz@fullerton.edu Karen Delaney TASEL-M Math Coach at Buena Park HS mathcoach@adelphia.net Presented at CMC South Palm Springs, CA Nov. 5, 2005

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USING THE LANGUAGE TO INCREASE DEEPER MATHEMATICAL MEANING AND UNDERSTANDING

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  1. USING THE LANGUAGE TO INCREASE DEEPER MATHEMATICAL MEANING AND UNDERSTANDING Armando M. Martinez-Cruz CSU Fullerton amartinez-cruz@fullerton.edu Karen Delaney TASEL-M Math Coach at Buena Park HS mathcoach@adelphia.net Presented at CMC South Palm Springs, CA Nov. 5, 2005 TASELM website:http://taselm.fullerton.edu

  2. Outline of the Presentation Introduction and Welcome Math problem in a small group Teacher experiences Math graffiti Sentence strips Vocabulary worksheet Questions and Conclusions

  3. Small group work: • A man buys 3-cent stamps and 6 [cent] stamps, 120 in all. He pays for them with a $5.00 bill and receives 75 cents in change. Does he receive the correct change? • A) Would 76 cents change be correct? Would 74 cents change be correct? • (Posamentier & Salkind, 1996, 3-14)

  4. Directions • Create a group of 4 from different teaching levels • Introduce yourself to your group • Read the problem • Read the problem again and underline key vocabulary words • Have each group member share the definition and an example of an underlined word (If you can’t define a word, ask your group for help) • Paraphrase what the problem is asking • Solve the problem by at least two methods • Present solutions

  5. Teacher Experiences: • Jigsaw to use students as experts • Accountability for each other • Multiple approaches to the same problem to reach all students

  6. Math Graffiti • Clues to help students remember the meaning of the word or symbol • Examples from teachers • Select a word from Algebra or Geometry and create a visual to represent the word • Student participation

  7. Creater than The solution includes all the numbers larger than 2

  8. ess than • The solution includes all the numbers less than 4

  9. ero Slope • Horizontal lines have zero slope

  10. Sentence Strips • From words to mathematics • An activity with strips • Example: Four times the sum of a number and one is five. Four times a number plus one is five.

  11. Your turn: • The sum of two numbers is twenty. The difference of the same two numbers is four. Find the two numbers.

  12. Vocabulary worksheet • Pass out handout and illustrate • Example: Equivalent

  13. Questions and Conclusions

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