1 / 13

Inquirying About Learning Mathematics for Teaching

- Exploring relationships between participants’ teaching and learning mathematics experiences, beliefs; mathematics content knowledge and mathematics pedagogy within an inquiry and research framework

latoya
Download Presentation

Inquirying About Learning Mathematics for Teaching

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. - Exploring relationships between participants’ teaching and learning mathematics experiences, beliefs; mathematics content knowledge and mathematics pedagogy within an inquiry and research framework - Making sense of embodied knowledge of mathematics through different data management strategies. Understanding and implementing Ministry of Education curriculum expectations and Ministry of Education and district school board policies and guidelines related to the adolescent Demonstrating an openness to innovation and change Having the theoretical understanding and foundation necessary to design, implement and assess programs for the adolescent learner Inquirying About Learning Mathematics for Teaching ABQ Intermediate Mathematics Winter 2010 SESSION 2 – January 13, 2010

  2. What are we learning in this ABQ Int Math Course? … Scavenger Hunt • 1 - 4 • 5 - 8 • 9 - 12 • Post your questions … • Talk in group respond to 4 questions • Pass papers counterclockwise review the answers of the other group and make sure you understand it the same way… • Questions on board…

  3. What are we learning in this ABQ Int Math Course? … Scavenger Hunt See sheet complete and uploaded to our wiki

  4. Teacher Inquiry Plan Due Saturday Jan 16 • Key information • grade level • number of students • math content • time lines • can work in pairs or triads • topic might change (but do so in the next week or so) • Do the lesson plans by Feb 3 bring questions for colleagues to do (or Feb 10 – when teaching?) • Data collection and lesson plan analysis data Feb 24

  5. Requirements LOG 60 h expected Curriculum

  6. Expert personal knowledge of mathematics is ironically inadequate for teaching elementary students mathematics. Effective teachers must be able to work backward from their own mature and compressed mathematics content knowledge and unpack its core elements. Effective teachers enable students to access new mathematical ideas accessible to students through their own thinking and construction. Effective teachers work with the mathematics that students present, often in an unfinished, yet growing state. (Ball, 2005) Learning Mathematics for Teaching 6

  7. Work of Mathematics Teaching • Sequencing of math content and curriculum materials • Generating and using strategic examples and multiple representations • Talking mathematics and having students talk • Understanding and analyzing multiple solutions • Evaluating the mathematical significance of students’ comments and coordinating discussion for learning • Building correspondence between mathematical ideas, models, and symbols

  8. Why Solve it in More than 1 Way… Isn’t the Answer Enough? What different strategies could be used to determine 85% of 60? 1. Describe strategies that you would use to determine 85% of 60? 2. Explain the kinds of mathematics that is needed to determine the different ways to calculate 85% of 60. One Solution per one page (landscape orientation)

  9. 85% of 60 = ?

  10. 85% of 60 = ?

  11. Math Task 1 1. Show 4 different solutions (gr 6, 7, 8) to the problem. • Identify the curriculum expectations evident in each solution. • Which solution will you have the student share first, second, third, and fourth? Why? 4. Describe how the solutions are mathematically related to one another. AFTER - Consolidation Describe mathematical relationships between solutions Solution 1 Solution 2 Solution 3 Solution 4 8-1/2” Strategy title Strategy title Strategy title Strategy title Gr6 Gr6 Gr7 Gr8 expectation(s) expectation(s) expectation(s) expectation(s) 11” + 11”

  12. Math Task 1 Preparation: • Record the curriculum expectations to be demonstrated by the students (gr 6, 7, 8) . • Show 4 different solutions to the problem. • Which solution will you have the student share first, second, third, and fourth? Why? 4. Describe how the solutions are mathematically related to one another.

  13. TREATS: Cory-Ann, Rashi, Adriana READ AND RECORD: (Read 2 of the 4 articles on change.) A. Be prepared to describe 2 ideas about changes needed in mathematics education. (Pick quotes from any of the 4 articles.) B. Be prepared to make inferences about how the changes impact teaching and student learning of mathematics. TEACHER INQUIRY PROJECT C. Teacher Inquiry Plan due Ball, D., Hill, H., and Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade and how can we decide? American Educator, pp. 14-17, 20-22, 43-46. Cohen, D. & Ball, D. (2001). Making change: Instruction and its improvement. Phi Delta Kappan. pp. 73-77. Battista, M. (1999). The mathematical miseducation of America’s youth. Phi Delta Kappan Online. http://www.pdkintl.org/kappan/kbat9902.htm. pp. 1-15. Wilms, W. (2003). Altering the structure and culture of American public schools. Phi Delta Kappan Online. http://www.pdkintl.org/kappan/k0304wil.htm. For Saturday, Jan 16, 2010

More Related