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EDUC 4274: P/J Mathematics

EDUC 4274: P/J Mathematics. Week Seven----Session 1. Week 7: Nov. 4 - 8-- S13 The Session Overview. Guest Speaker: Main Points Taken Kindergarten: How much prior study/discussion have you had about Kindergarten? NSN: Quick review of a few terms to date

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EDUC 4274: P/J Mathematics

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  1. EDUC 4274: P/J Mathematics Week Seven----Session 1

  2. Week 7: Nov. 4 - 8-- S13The Session Overview... • Guest Speaker: Main Points Taken • Kindergarten: How much prior study/discussion have you had about Kindergarten? • NSN: Quick review of a few terms to date • The Need to Use a Variety of Representations when Teaching Math • Next class: Presenters-- Allison, Kayla, Taylor, Troy(Multiplication and Division)

  3. P/J math ...... Session 13Guest Speaker • What are the main points you took away from the presentation by LNS Student Achievement Officer Doug Robidoux?

  4. P/J math .......... Session 13A Kindergarten Inquiry of You • Since you are in P/J and in year 5 can I correctly assume you have had an opportunity to discuss the nature of the play-based, inquiry learning approach encouraged in the Ontario Kindergarten document? • Not in a placement, but here, in a course. • http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten.html • The answer to this assumption was “No” -hmmmm

  5. P/J Math ....... Session 13NSN... First: A Short Review • First: If a child can successfully subitize, what does this mean he or she can do? • Means she or he can quickly recognize and name how many objects are in a group without counting. • Using the number 8, offer some examples of how it is related to many other numbers. • 8 is 6 + 2; 4 + 4; 2 x 4; 10 – 2; 3 less than 11; etc. • What does it mean to say (use an example)?- “It does not matter in which order you count; the number in the set does not change.” • Means the order in which objects are counted is irrelevant

  6. P/J Math ...... Session 13NSN: Using Representations • Several years ago (1987) the authors Lesh, Post, and Behr published an article in which they identified five ways to represent a mathematical idea and emphasize the interconnectedness of these forms. • The schematic on the next slide illustrates these representations and connections. • As Van de Walle and Folk (2005) note, these multiple ways of representing math “make it so powerful...” • They also say: “Students need to understand that these are useful ways of communicating mathematical ideas to other people” (p. 8). Van de Walle , J, & Folk, S. (2005). Elementary and Middle School Mathematics: Teaching developmentally (Can. ed.). Toronto: Pearson.

  7. P/J Math ...... Session 13NSN: Using Representations • An Activity: Your Small Groups Task (Table groups) • For at least two of the following three grade blocks: K-1, 2-3, 4-6 . . . (Time dependent) • Identify a particular mathematics topic in Number Sense and Numeration (be specific) – Whole numbers preferred • Briefly Outline (on chart paper) how you might teach this topic in ways that draw upon the five major representation forms. • Identify grade, topic, outline of strategies, your representations. • These need not be all in one lesson, but do involve more than one form in each lesson. Address all five in no more than two versions of the lesson. • Feel free to use the curriculum document, and materials in this room.

  8. P/J Math ...... Session 13NSN: Using Representations • To assist, hard copies of the 1-8 curriculum document are available, and you can access the Kindergarten curriculum online: • http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten.html • I am also distributing the article “A Model for Understanding, Using, and Connection Representations” by Clement (2004). • We will post and share/discuss some suggestions from each of the groups. Please make them legible so that they can be transcribed! • LATER: I recommend that when lesson planning, you always ask yourself about representations and the connections made among them. (To go with other “must make sures”)

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