Turning Research into Improved Mathematical Instruction for All Elementary Students

1. Turning Research into Improved MathematicalInstruction for All Elementary Students Bill Smith Curriculum Coordinator Educational Consultant Julie Stimpson Principal ASCD NCEA March 2010

2. Let’s Begin with the Realization of the Importance of Mathematics. “In order for Americans to participate fully in the world of the future, America must tap the power of mathematics. For students, it opens doors to careers. For citizens, it enables informed decisions. For nations, it provides the expertise to compete in world’s technological economy.” National Research Council (1989)

3. The challenge is to find as many words that have something to do with strategies to improve mathematical achievement which begin with each letter of the alphabet.

4. How Are We Doing? Activity Survey

5. It’s a Crisis…Mathematics is Not Working for Too Many of Our Students! Problems begin at the elementary level. Gaps increase by the middle grades. It’s a national crisis by high school. TIMSS 1995-2007

6. You Do The Math:Remediation Does Not Work At grade 3, over 15% of the students receive remedial math help. By the end of grade 4, this number increases to almost 20%. And at grade 8, almost 2/3 of the students fail to meet grade level standards.

7. What is Needed? It is not more remediation! We cannot continue to waste students’ time…teachers’ energy…and taxpayers’ money on what doesn’t work!!

8. Reflect on this: Math tends to be the defining factor on the overall academic programs available to students. Jeannie Oakes

9. A New Mindset is Needed. Acceleration of Instruction 15% are already here 70% are on their way 15% are struggling Now Do the Math

10. Creating Multiple Paths for Learning Math Concept and/or Skill Strong Ability Learners Struggling Learners On-level Learners

11. How we teach really makes a difference!

12. You Do the Math! 84% of 11-13 year old students surveyed said that they “would rather eat their vegetables, go to the dentist, or take out the garbage than do math”! Raytheon Corp. Math Moves U 2006

13. “There are three types of teachers in this world: those who make things happen, those who watch things happen, and those who wonder what’s happening.” Anonymous

14. Powerful Teachers Raise students to new heights. Look for possibilities. Find ways. Remain positive. Provide encouragement. Welcome and support change. Bill Smith

15. Putting the Pieces Together for Higher Mathematical Achievement

16. High Impact Instruction Multiple Intelligences (MI) Learning Styles Brain Based Learning Differentiated Instruction (DI)

17. Teachers Need to Find Ways to Bridge The Implementation Gap

18. Four Tiered Instructional Model That Better Supports the Needs of Diverse Populations of Students. Learning Profile Big Ideas C-V-S D I Connect to Students’ Readiness Explicit Teaching of Specific Math Skills/Strategies Scaffolding Instruction Guided Practice

19. Tier 1: Connecting to the Needsof All Learners Requires… Organizing and managing the learning environment so that the students feel emotionally safe. Matching instruction to the needs and interests of the students. Providing opportunities for students to demonstrate their learning in ways that make sense to them. Using a common sense approach-teach Big Ideas.

20. Multiple Intelligences (MI) Learning Styles Output Multiple Intelligences Input Learning Profile Another Way of Looking at This

21. The brain craves stimulation and change Allow learners to sculpture and frame their own learning. Find ways to incorporate multi-sensory experiences. Grabbing the Brain’s Attention Brain Based Instruction

22. Focus on “Big Ideas” of Mathematics. Number and Operations Algebra Geometry Measurement Data Analysisand Probability Problem Solving Reasoning and Proof Communication Connections Representations NCTM Standards (K-12)

23. Use Bloom’s Taxonomy As the Lens

24. Instructional Implicationsof Tier 1 Respect the uniqueness of each learner. Understand the limitations of the brain’s attention span. Provide specific feedback to accelerate learning. Remove and control barriers. Build in time to reflect on learning. Tips

25. Tier 2: The Instructional Model Students must experience appropriate levels of challenge. Promote active and relevant learning activities. Provide necessary reinforcement. Make efficient use of the C-V-S model for explicit instruction of specific strategies. Make language part of every math lesson and directly teach all new mathematical terms.

26. C-V-S Instructional Model Concrete-manipulation Visual-representation    Symbolic-abstraction 

27. Tier 3: Scaffolding Instruction to Help All Children Open the Secret Door to Mathematical Understanding.

28. As we “raise the bar”, we can help children meet the higher expectations by providing: • the supports • the opportunities • the resources

29. Some students learn by doing…some learn by listening…some learn by watching. But none of them truly own something new unless they can internalize this learning.

30. Ways to Support Student Learning Actively involve everyone in doing math by creating multilevel math lessons. Break down the math by chunking whenever needed. Help all students to communicate their mathematical reasoning. Guide each child see that math is a important part of everyday life.

31. Recognize that children can learn math facts differently by: investigating how facts relate to each other developing patterns applying number strategies Provide the math tools (manipulatives) students need to solve problems. Provide guidance – resist the temptation to give answers. Encourage each child to try a number of strategies to work through the mathematics. Integrate technology.

32. Building student confidence in using mathematics will raise achievement and conquer the Fear Factor!

33. Teachers can compensate for academic gaps and make needed accommodations for learning styles…..but teachers can not often compensate for negative attitudes. Reflect on This

34. Above all else – create an environment that values mathematics and model positive attitudes about math.

35. Tier 4: Guided Practice. Promote Retention by Providing Time for Students to Practice and Review . Student Learning Ahead

36. Begin with a visual model Guess and check Work backwards Look for a problem within the problem Find a pattern/sequence Make a table Organize a list Use manipulatives to act it out No Problem – I Have a Strategy

37. Create and maintain a rich math class environment. Use math warm-ups to jump start each class. Incorporate “Facts of the Day”. Provide activities that strengthen the use of math language. Provide many concrete examples. Develop activities that help students to ask questions and justify their thinking. Tips

38. Use “talking alouds” to analyze & expand on ideas. Use problem solving to make connections with the basic math skills. Promote the belief that math is fun – use investigations and games. Use extension projects to further learning and move students beyond introductory lesson. Use a balance of individual and small and large group activities to better managing math time

39. Success in tomorrow’s job market will require more than computational competence. It will require the ability to apply knowledge to solve problems and communicate mathematically.-National Research Council

40. Strong Mathability =A Balanced Program of Studies ToStimulate Each Child’s Natural Mathematical Interest.that focuses on problem solving.

41. Make Math Fun • Write down a number between 1-9. • Multiply that number by 2 (double it). • Add 5 to your product. • Multiply your sum by 50 (it’s okay to use pencil and paper or even that calculator on your cell phone). • Add 1760 to the new product. • Subtract the year you were born from your sum. • The results will be a 3 digit number. • What do you notice!! • How does it work?

42. Another Way to Look at It. The answer is 24. What is the question?

44. Questions Bill Smith EDucationalXtensions™ 20 Chapel Street Pembroke, MA 02359 E-Mail Address dragginfl@aol.com http://www.stbridgetschool.us/Presentations.htm