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Investigations in Number, Data, and Space: Teaching Philosophy

Investigations in Number, Data, and Space: Teaching Philosophy. The Changing Face of Mathematics Instruction: What is different?. New roles for teachers and students Teaching for understanding All children can learn Collaborative work Alternative and multiple strategies.

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Investigations in Number, Data, and Space: Teaching Philosophy

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  1. Investigations in Number, Data, and Space: Teaching Philosophy

  2. The Changing Face of Mathematics Instruction: What is different? • New roles for teachers and students • Teaching for understanding • All children can learn • Collaborative work • Alternative and multiple strategies

  3. Organization of the Investigations Curriculum • Units (2- 6 weeks) – consists of several investigations on the same/similar topics • Investigations several sessions around • A set of related problems • Math relationships – building/constructing • Games about particular mathematics • Collecting, representing and interpreting data • Sessions – structure/learning cycle • Extensions & Excursions - differentiation

  4. Learning Cycle • ENGAGE (hook; prior knowledge) • EXPLORE (hands on; experience) • EXPLAIN (term introduction) • EXTEND (yet another way) • EVALUATE (are learners getting the concept?) • If YES, … • If NO, …

  5. The Mathematics Content • Number • Data • Geometry • Change

  6. Special Features of the Investigations Curriculum • Materials • Technology • Cooperative learning and grouping • Assessment • Family connections • Review and practice • Support for Spanish-speaking students

  7. The Teacher’s Role • Observe & listen carefully to students; Understand how students are thinking • Help students articulate their thinking, verbally & in writing • Establish a classroom atmosphere in which high value is placed on thinking hard about a problem • Insist that students keep track of their work and be able to explain or show their thinking • Ask questions that push students’ mathematical thinking further • Facilitate discussions about important math ideas • Make decisions about how to modify the curriculum appropriately for individuals or groups of students

  8. Differentiating Instruction: Can we do it? • Everybody Counts (NRC, 1989) • Investigating real-life contexts • Linguistically diverse classroom • Spanish vocabulary package • Tips for linguistically diverse classroom • Family letters (in six languages) • Investigating mathematical contexts

  9. Differentiating Instruction: Process standards • Problem solving • Communication • Connections • Reasoning and proof • Representations

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