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Enhancing Math Navigator Strategies: Teacher Guide for Effective Intervention

Martha Robertson explains Math Navigator research philosophy, addressing student misconceptions, program components, rituals routines, and assessment techniques for effective intervention using innovative teaching strategies.

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Enhancing Math Navigator Strategies: Teacher Guide for Effective Intervention

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Presentation Transcript

  1. Presenter: Martha Robertson

  2. Goals • Understand the philosophy behind Math Navigator research. • Understand how misconceptions affect student learning. • Know where to find components of the program. • Understand the rituals and routines for Math Navigator. • Identify rituals and routines in a modeled lesson. • Understand how to print tests, enter test data, and find reports on Assessment Reporting Online (ARO).

  3. Expert Authorship Phil Daro Senior Fellow, America’s Choice

  4. Six Principles for Effective Intervention • Focus on prior knowledge and misconceptions. • Target the intervention. • Support the building blocks of algebra. • Promote a language-rich environment. • Create a learning classroom. • Provide accessible instructional support. (Pearson Education, Inc. 2012)

  5. 1. Focus on prior knowledge and misconceptions. “Division always makes the numbers smaller.” “It’s got more digits in the number, “so the number must be bigger.” “But last time, x equaled 1. Doesn’t x always = 1?” “The bigger the bottom number in a fraction, “the larger the fraction.”

  6. Misconception Re-teaching 17.8 19.1 15.8 12.7 7.9 10.4 Simply re-teaching does not work.Correcting Misconceptions versus Re-teaching 25 20 15 10 5 0 Pre-Test Post-Test Delayed-Test (MARS, University of Nottingham, and Shell Centre for Mathematical Education 2015)

  7. Diagram, number line, or other representation Equation Estimate Answer 2. Target the intervention (deep, not wide). • Attack fewer problems. • Estimate and clarify. • Use multiple representations/ approaches. • Answer in a complete sentence.

  8. 3. Support the building blocks of algebra. 13+ 5

  9. 4. Promote a language-rich environment. • Learn the words. • Use the words. • Internalizethe concepts.

  10. SETTING THE DIRECTION WORK TIME SHOW ME REFLECTION 5. Create a learning classroom.

  11. 6. Provide accessible instructional support. • Strategies for scaffolding and English language learners (ELLs) • Explicit referenceto the misconception • Embedded tips • Alignment to standardsand math practices • Diagnostic andprogress assessment

  12. Common Core State Standards Common Core State Standards(listed in every Teacher Edition of every module)

  13. Math Navigator Materials

  14. Student Edition Show Me Cards Study Cards Teacher Edition Components

  15. Rituals and Routines

  16. Rituals and Routines Material Routines Using a Workspace Using the Show Me Cards Using the Student Book Using the Study Cards

  17. Rituals and Routines Lesson Routines • Setting the Direction • Presenting the Task • Work Time • Solo Work • Partner Work • Probing for Understanding • Reflection

  18. Rituals and Routines Teacher Support Routines Mathematical Goals Class Profiles Misconceptions Focus on the Language Scaffolding for Success/ELL Module Purpose my Pearson Training Teacher Resources

  19. Assessments ARO Demo Site http://aro.pearsoncmg.com Username: arodemo Password: acsd

  20. Teacher Resources http://mytrainingconnection.com/products/math-navigator-2012-cc/tutorials

  21. References Mathematics Assessment Resource Service (MARS), University of Nottingham, and Shell Centre for Mathematical Education. 2015. “Mathematics Assessment Project.” Accessed May 20, 2016. http://map.mathshell.org/. Pearson Education, Inc. 2012. Mathematics Navigator: Research Basis. Accessed May 20, 2016. http://assets.pearsonschool.com/asset_mgr/current/201215/math_nav_research_basis.pdf.

  22. Martha Robertson

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