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Greater Birmingham Mathematics Partnership

Numerical Reasoning for Pre-service Teachers Rachel Cochran, Center for Educational Accountability Jason Fulmore , Center for Educational Accountability Bernadette Mullins, Birmingham-Southern College www.math.uab.edu/GBMP.

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Greater Birmingham Mathematics Partnership

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  1. Numerical Reasoning for Pre-service TeachersRachel Cochran, Center for Educational AccountabilityJason Fulmore, Center for Educational AccountabilityBernadette Mullins, Birmingham-Southern Collegewww.math.uab.edu/GBMP The Greater Birmingham Mathematics Partnership is funded by NSF awards DUE-0632522 and DUE-0928665. The opinions expressed herein are those of the authors, and not necessarily those of the National Science Foundation.

  2. Greater Birmingham Mathematics Partnership

  3. GBMP Activities • Summer Courses • Mathematics Support Teams • Professional Learning Communities • Administrator Sessions • Community Mathematics Nights • Revised Courses at UAB and BSC for Pre-service Teachers

  4. Challenging Courses and Curricula • Big mathematics ideas • Inquiry and reflection • Productive disposition • Communication

  5. Numerical Reasoning course for BSC pre-service teachers Number talks (mental computation, estimation) Whole numbers and operations, place value Multiple models for fractions, story problems Equivalent fractions, ordering fractions Operations on fractions Decimals, percents Ratios, proportional reasoning Integers Real numbers

  6. Numerical Reasoning Task The Marriage Problem In a certain town, 3/5 of the women are married to 2/3 of the men. What fraction of the adults in the town are married?

  7. The Marriage Problem Sample 1: Since 3/5 of the women are married to 2/3 of the men, 5/8 of the adults are married. Sample 2: 3/5 + 2/3 =

  8. The Marriage Problem Sample 3: 3/5 of the women are married to 2/3 of the men are married so 19/30 of the adults are married.

  9. The Marriage Problem Correct Solutions Geometric approaches Numerical approaches Algebraic approaches Graphical approaches Verbal approaches

  10. Numerical Reasoning Task: 1½ ÷ ½ There were 1½ pizzas left over. Juanita shared the leftovers with her friend, Rachel. How much pizza did they each get? Yan has1½ ounces of gin and it takes ½ an ounce of gin to make a cosmo. How many drinks can she make? It takes Kamal 1½ hours to clean his room. His bother said they could each do ½ the work. How long did it take them? I have a total of 1½ square yards of fabric. The fabric is ½ yard wide. How long is the fabric? Bobby has 1½ feet of rope. That’s enough for ½ a skipping rope. How much rope is needed for a whole skipping rope?

  11. Objective Pre-Post Assessment • Content Knowledge for Teaching Mathematics (CKTM) • Learning Mathematics for Teaching Project, University of Michigan, Deborah Ball et. al. • 15 item instrument • Mean gain of 3.4 from pre-test to post-test

  12. Student Achievement 2006-2007

  13. Student Achievement 2007-2008

  14. Student Achievement 2008-2009

  15. Student Achievement 2009-2010

  16. Numerical Reasoning for Pre-service TeachersRachel Cochran, Center for Educational AccountabilityJason Fulmore, Center for Educational AccountabilityBernadette Mullins, Birmingham-Southern Collegewww.math.uab.edu/GBMP The Greater Birmingham Mathematics Partnership is funded by NSF awards DUE-0632522 and DUE-0928665. The opinions expressed herein are those of the authors, and not necessarily those of the National Science Foundation.

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