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MATH IN THE MIDDLE MICHAEL A. COBELENS

MATH IN THE MIDDLE MICHAEL A. COBELENS. Problem Solving. Identify Learning Experiences Purpose: Methods of Teaching Problem Solving and Computational Skills Addition, Subtraction, Multiplication, Division. Problem of Practice. Students do not use computational skills consistently.

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MATH IN THE MIDDLE MICHAEL A. COBELENS

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  1. MATH IN THE MIDDLEMICHAEL A. COBELENS

  2. Problem Solving • Identify Learning Experiences • Purpose: Methods of Teaching Problem Solving and Computational Skills • Addition, Subtraction, Multiplication, Division

  3. Problem of Practice • Students do not use computational skills consistently. • Students do not transfer skills to other situations. • How can my teaching practices improve student performance?

  4. Literature Review • Kendrick (2004): drill and practice very important in the retention of basic math skills • Ashcroft (1981): multiple teaching methods reinforce learning, drill and skill enhance memory for retrieval • Pajares and Graham (1999): self-efficacy • Ball (1999): Teacher Knowledge key to student learning • Tims Tutor (2002): basic facts need to be learned, important component in problem solving

  5. Questions • What learning experiences help math processes become more concrete? • What activities best help students learn math processes and where they apply? • How do students determine which math process to use to solve a problem and whether they chose the correct method?

  6. Method • Student views on Problem Solving Survey • Student journals and reflections of mathematics lessons • Daily personal journal of lessons and observations • Student and Principal Interviews • Problem Solving Pre-test • Problem Solving Post-test

  7. Analysis of Student Survey

  8. Survey AnswersRange from Strongly Agree to Strongly Disagree • I learn math concepts pretty easily 15/23 Agree • There is only one way to get the right answer to a math problem 12/23 Strongly Disagree • Knowing basic facts helps when solving problems 12/23 Strongly Agree

  9. Student Strategies

  10. Knowing if you are right

  11. What Helps?

  12. Needed Skills

  13. Further Analysis • Homework and in class activities promote learning • 78% say, “Listening and talking along with practice.” “I see how to work problems out, step by step” “When we work together I get to see the answer, it’s easier than working alone.” “Learning is easier when I know how to add, subtract, divide, and multiply.”

  14. Personal Daily Journal • Retention of mathematical processes and computation need continuous review. • Multiple step problems are difficult with only 11% of students completing correctly on problem solving test. • Most effective learning experiences include practice, application, and talking.

  15. Pre and Post Test

  16. Interpretation • Problem solving is difficult • Assessment at point of instruction does not promote retention • Story problems are not always problem solving • Students need challenge and opportunity to apply learned skills

  17. Plan of Action • Mastery of basic facts while challenging students to problem solve. • Students provide multiple solutions to problems and explain how they solved the problems. • Habits of Mind type problems to promote deeper the thinking.

  18. Portfolio • Teacher knowledge of Mathematics impacts student learning • Pedagogy empowers teacher as authority • Action Research suggests problem solving is a process • Leadership implies intellectual leader within the learning community • Finally I plan to implement MIM strategies and Habits of Mind problems

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