Mathematics

1. Mathematics Deanna Robertson Cheryl Schaub

2. What important life skills do you want your children to have to be successful in their future?

3. Why did the Program of Studies change? • Background research • Beyond grade 12

4. Which is larger? • 1/10 or 1/12 • 5/11 or 10/19 • 9/10 or 7/8

5. Key Idea Number Sense Number Sense is not directly taught but constructed by each student in a unique way. It is developed by providing rich mathematical experiences.

6. Number Sense Rote Memory versus • committing isolated facts to memory one after another • drill and practice Automaticity • relies on thinking, using relationships among the facts • focusing on relationships

7. Conceptual Understanding • Students with conceptual understanding know more than isolated facts and methods. • They understand why a mathematical idea is important and the kinds of contexts in which it is useful. • This enables them to learn new ideas by connecting those ideas to what they already know

8. Personal Strategies 385 + 242 = 184 – 138 = 4 x 215 = 272 ÷ 8 =

9. Personal Strategies Students think about numbers and operations with numbers in a variety of ways. Students also problem solve using different strategies. We must honor these different ways of thinking in our teaching of mathematics. This means we must provide opportunities for students to represent their thinking in a variety of ways rather than prescribing how students will record mathematics symbolically.

10. Personal Strategies Students will develop their own algorithm for adding, subtracting, multiplying and dividing. As parents, do: Honor their procedures Listen to your student explain their process Ask questions to help clarify their thinking As parents, do not: Force them to do it the “right way”.

11. How Can Parents Help At Home?Involve Your Child in Real Life How many people? How many forks, spoons? How big a turkey to buy? How many carrots to cook? How many pieces in the pie or cake? How many apples do we need this week? How many pieces in the watermelon? How much will it cost? How many bags will we need? How long will shopping take? How old is the tree? How many trees? How tall is the tree? Number of leaves? How much does it grow in a year? What shapes? How much space does it take? Practice basic facts. Play I spy with shapes. Count cars, trucks, Jeeps.

12. Transitioning to High School Math 20-1 Math 30-1 Mathematics 10C (combined course) Math 20-2 Math 30-2 Grade 9 Mathematics 10-3 Math 20-3 Math 30-3 Students are encouraged to choose a course sequence based on their interests, both current and future.

13. “-1” Course Sequence • - for post-secondary programs that require the study of calculus • topics include algebra and number, measurement, relations and functions, trigonometry and permutations, combinations and binomial theorem “-2” Course Sequence • - for post-secondary programs that do not require the study of calculus • topics include geometry, measurement, number and logic, logical reasoning, relations and functions, statistics and probability “-3” Course Sequence • - for entry into the majority of trades and for direct entry into the work force • topics include algebra, geometry, measurement, number, statistics and probability

14. Resources • Alberta Education Mathematics Website for Parents - http://education.alberta.ca/teachers/program/math/parents.aspx • Information regarding Post-Secondary Acceptance within Alberta - http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html • Additional Resources • Marian Small - http://www.onetwoinfinity.ca/ • Marilyn Burns - http://www.mathsolutions.com/

15. Questions? • Thank you

16. Frequently Asked Questions • I hated math in school and can’t do it. My oldest son was doing great at it, but now hates this new math with all the problem solving. He gets so frustrated when he does his homework. How can I help him? • Keep a positive attitude, build confidence. It is important that he hears that you believe that he will learn how to do it. • Develop persistence and be patient – it takes time to teach students how to think, reason, explain, use different strategies. • Ask questions: How did you do that? Can you explain that? Can you try another way? What do we know? What do we have to find out? Have you done another problem like this one? • Reinforce basic skills with games: dice games, Cribbage, Dominoes, Battleships, card games, computer games • Ask the teacher what he is having trouble with. Is it basic facts, understanding concepts, explaining? The teacher will have some specific ways to help your son.

17. Frequently Asked Questions • Basic facts are not being practiced. How can anyone do any math if they haven’t memorized the basic facts? • Basic facts are being practiced daily while embedded in problem solving and fun activities. • Along with being accurate, it is critical that students understand the concepts and develop number sense. If students don’t know the relationships of numbers, they will not develop accuracy and efficiency when working with numbers. • Students who cannot memorize will learn strategies that will give them the answer. There is only 1 right answer for basic facts, but it does not matter whether you memorize it or use a personal strategy to find it. • There is no race to see who gets finished fastest. Timed tests develop anxiety not accuracy. • It takes time to learn concepts, and understand relationships between numbers. • Some students find memorization very difficult, some students find explaining their answers very difficult. Memorizing without understanding doesn’t last. It must make sense, then they will remember it. It takes time to find personal strategies that they understand and can use. The new program recognizes this by having grade K – 9 slowly develop the same concepts.

18. Frequently Asked Questions • Universities and high schools keep saying that students are arriving with fewer and fewer skills all the time. How will this program address this? • It is important that we teach students how to make sense of information and how to work persistently to solve real life problems. • This program was developed to solve that problem. Students will be more prepared. In Kindergarten to grade 9, students are taught how to think and reason to understand concepts and to make sense of mathematical ideas. Students develop personal strategies to solve problems. Students will be more prepared to handle the more complex and abstract concepts in junior and senior high. • As adults, most of the math we use is mental mathematics and estimation. We use math for shopping, reviewing bank and credit card statements, paying bills, etc. If we need one, a calculator is always near by. Should we spend 4 years of school drilling students how to do long division by hand? Students need to understand it, know when to use it, and estimate a reasonable answer. • Geometry and measurement are equally important as an adult when following directions, buying rugs and paint, assembling BBQs, furniture, building decks, doing repairs, etc. • Data analysis and identifying patterns also important to make sense of data and make valid interpretations of the huge amount of information we have available today.