1 / 15

Relearning to Teach Arithmetic

Relearning to Teach Arithmetic. Addition, Subtraction, Multiplication and Division. Introduction. In today’s session you will see a significant shift in the way students experience mathematics, this shift will be -“toward” mathematical reasoning; away from merely memorizing procedures

malinda-drakos
Download Presentation

Relearning to Teach Arithmetic

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. Relearning to Teach Arithmetic Addition, Subtraction, Multiplication and Division SD Counts-Mini Foundations Summer 2007

  2. Introduction In today’s session you will see a significant shift in the way students experience mathematics, this shift will be -“toward” mathematical reasoning; away from merely memorizing procedures -toward conjecturing, inventing, and problem-solving; away from an emphasis on mechanistic answer-finding SD Counts-Mini Foundations Summer 2007

  3. The way “they” learn math is different than the way “we” learned math. • Most of us sitting here today learned math my memorizing particular algorithms for each operation. We don’t have images, experiences, or knowledge about how students can develop their understanding of whole-number computation because we never had to build it ourselves. SD Counts-Mini Foundations Summer 2007

  4. The question of fluencyhas come up several time in conversation with current SD Counts principals and teachers.Fluency will happen if…. • students have knowledge of the base10 number system • a repertoire of number relationships • an understanding of the characteristics of each operation and how the operations are related SD Counts-Mini Foundations Summer 2007

  5. Do I need to know about every number operation if I will not teach it? • By learning about computation across the grades, teachers will better understand how concepts build and connect and about the range of student understanding within their classroom. Teachers will also gain a better understanding of whole-number computation. SD Counts-Mini Foundations Summer 2007

  6. Let us begin the journeyAddition Mental Math Solve and be ready to share your thinking of 48 + 25 SD Counts-Mini Foundations Summer 2007

  7. Video-SegmentStacie, Harrison, Zoe, Elthea, James and Chrisexample of a “Math Talk” • Watch closely as these students solve the same problem as we just did 48 + 25 SD Counts-Mini Foundations Summer 2007

  8. The 2nd stop on our JourneySubtraction Mental-math activity Solve and be ready to share your thinking 35-16 SD Counts-Mini Foundations Summer 2007

  9. Video SegmentLisa, James and Naillil (NY-JILL) • Watch closely as these three students solve the following subtraction problem 40 - 26 = SD Counts-Mini Foundations Summer 2007

  10. The Teacher’s RoleTeaching and Learning About Addition and Subtraction SD Counts-Mini Foundations Summer 2007

  11. The 3rd stop Multiplication Mental-math activity Solve and be ready to share your thinking of 27 x 4 SD Counts-Mini Foundations Summer 2007

  12. Video Segment-MultiplicationDarren, Tatia, Daniel, Rona, Jonathan, Rosa, Erica, and Terrance 27 x 4 and 128 x 38 SD Counts-Mini Foundations Summer 2007

  13. The Last StopDivision Mental-math activity Solve and be ready to share your thinking of 140/8 SD Counts-Mini Foundations Summer 2007

  14. Video Segment-DivisionElaine, Yuriy, Amelinda, and Thomas 159/13 SD Counts-Mini Foundations Summer 2007

  15. The Teacher’s RoleTeaching and Learning About Multiplication/Division. • Watch for the following: - behavior/comments of the teacher - how and when does the teacher intervene - what kinds of questions do they ask? SD Counts-Mini Foundations Summer 2007

More Related