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Math in Context:

Audience. Our audience consists of adults who want to improve basic mathematical skills in order to help them function better in a market society.We want to help people develop practical skills for our currency-driven society.. Audience. Our audience members are interested in developing skills for

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Math in Context:

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    1. Math in Context: Percents in the Marketplace

    2. Audience Our audience consists of adults who want to improve basic mathematical skills in order to help them function better in a market society. We want to help people develop practical skills for our currency-driven society.

    3. Audience Our audience members are interested in developing skills for estimating: Sales prices Taxes Tips Salary raises Credit cards Car loans

    4. Audience The setting for project will include market-math courses offered by community colleges. The ideal demographic for our design will include both urban and suburban men and women who voluntarily enroll.

    5. Needs Analysis

    6. Contextual, Market Math Need Consumers: Basic Math Everyday But General Skills Lacking Numerous studies show this (Details to come)

    7. School setting Traditional School Contexts

    8. School setting Traditional School Contexts

    9. Traditional School Contexts

    10. Out of context Traditional School Contexts

    11. Out of context Process instead of Concepts Traditional School Contexts

    12. Out of context Process instead of Concepts Unrealistic scenarios Traditional School Contexts

    13. Dead knowledge (unusable, inert) “Smart” students vs. “Stupid” students Math Anxiety Traditional School Contexts

    14. School setting Traditional School Contexts

    15. School setting Traditional School Contexts

    16. Needs Analysis Why concentrate on Percents? Frequently Appear in Marketplace and Personal Finance Variety of Contexts Particularly Misunderstood

    17. Needs Analysis Why do adults need to know percents? “knowledge of percents is required for effective understanding of and performance in numerous real-world situations, such as managing personal finances … dealing with work-related tasks, … [and] comprehension of messages in the media” - National Center for Adult Literacy

    18. Adult Understanding of Percents Do adults really not understand percents? 50% cannot solve everyday problems Fewer than 4% can solve most difficult problems 57% of adults could estimate 25% of $80 in a shopping context

    19. Adult Understanding of Percents Specific problem areas Number sense regarding percents Inability to compute percents

    20. Number Sense 100% as a whole Percent as dependant on a starting value Unable to generalize

    21. Inability to Compute Percents Time-consuming and frustrating computation Avoidance/withdrawal Trust calculators, computers, salespeople

    22. Summary of Needs Transfer: Adults need to be able to apply learned concepts to the real world Number Sense: Adults need to understand what is meant by “percent” Computation: Adults need a simple way to determine values

    23. Alignment Table

    24. Learning Objectives Big Idea Estimation and number sense regarding percents

    25. Estimation “effective functioning does not necessarily require people to have strong computational skills, but rather a general, perhaps intuitive, understanding of the percent system, as well as ‘number sense’ and mental math skills” -National Center for Adult Literacy

    26. Learning Objectives Essential Questions What general concepts should I know to quickly and accurately estimate percents? How can I use what I already know regarding percents to make informed financial decisions?

    27. Learning Objectives Implement a general strategy for estimating percents in financial contexts.  Check the feasibility of an estimated price.   Differentiate between valid offers  and manipulative financial tactics regarding percents.  Produce realistic and cost-effective budgets or plans for different financial contexts.  

    28. Alignment Table

    29. Alignment Table

    30. Alignment Table

    31. Alignment Table

    32. Alignment Table

    33. Instructional Design Learning – for – Use (Edelson, 2001)

    34. Instructional Design Learning – for – Use (Edelson, 2001)

    35. Instructional Design Learning – for – Use (Edelson, 2001)

    36. Instructional Design Learning – for – Use (Edelson, 2001)

    37. Instructional Design Learning – for – Use (Edelson, 2001)

    38. General Task Plan Introductory Task Motivate: Experience Demand Lesson Development Construct: Students construct understandings and receive instruction Assessment Refine: Apply knowledge and Reflect

    39. Sample Task: Shopping

    40. Sample Task: Shopping Introductory Task Design a game room Within a given budget Using Catalogs, Ads, Internet, etc.

    41. Sample Task: Shopping Lesson Development Discuss estimation strategies Compare prices Create chart of misconceptions and best practices

    42. Sample Task: Shopping Assessment Project selection Reasonable budget List of items to purchase (several deals for each item) Use Strategies discussed Present or Discuss

    43. Alignment Table

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    47. Alignment Table

    48. Questions?

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