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EDUC 4274: P/J Mathematics

EDUC 4274: P/J Mathematics. Week Two----Session 1. Week 2: September 16 – 20-- S3 Session Overview …. Read Chapter 1 Yet?... Look especially at “teaching developmentally” and “pedagogical content knowledge” Interdisciplinary Development: Math and ... Quick Review: Math and Literature

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EDUC 4274: P/J Mathematics

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  1. EDUC 4274: P/J Mathematics Week Two----Session 1

  2. Week 2: September 16 – 20-- S3Session Overview… • Read Chapter 1 Yet?... • Look especially at “teaching developmentally” and “pedagogical content knowledge” • Interdisciplinary Development: Math and ... • Quick Review: Math and Literature • Interdisciplinary second look: • Connecting math with history • Assignment development- • Group assignment 3: topic and date • Big Ideas and the Ontario Curriculum • Next Class: What’s Coming Up...

  3. P/J Math Week 2 Class 1Into the Details… • Pedagogical Content Knowledge: “Teachers’ knowledge of the mathematics they are teaching in light of how students might think about the mathematics” (Small, ch. 1, p. 13). • Making Connections: Math and --- • QUICK! – Three things we might do with Math Curse! • A Trip Back in Time: “Roped In” • “The rope” • Its characteristics • Volunteers • What triangle types can you make? • A practical history • A website of interest: http://nrich.maths.org/982

  4. P/J Math Making Connections... • Here’s some of what Small (2013) has to say about “making Connections” (pp. 28-29)... • The notion of connection is fundamental to all new learning, whether in mathematics or other areas. • It may be connections between some mathematical ideas and other ones; • It may be connections between mathematical concepts and everyday life experiences; • It may be connections between what is learned in math and what is learned in a different subject in school. • Any and all connections are helpful for students to make sense of new ideas they encounter.

  5. P/J Math Making Connections... • And here’s a bit of what the Math 1-8 Ontario Curriculum has to say on the topic... • The development of skills and knowledge in mathematics is often enhanced by learning in other subject areas. • Teachers should ensure that all students have ample opportunities to explore a subject from multiple perspectives by emphasizing cross-curricular learning and integrated learning... (p. 26). • Cross-curricular: separate subjects, but making use of relationships between them. • Integrated: two or more subjects’ expectations within a single activity, lesson, or unit.

  6. P/J Math Week 2 Session 1 • Assignments—Getting Assignment 3 clarified • A group development and presentation assignment • Specified begin and start dates (7 weeks) • 8 specified topics for 7 groups (see assignment) • You form your own groups • I’m recommending random draw for • Topic • Date • Other approaches? • Brief discussion now; next class (Wednesday) we need to have groups, topic, date all selected

  7. P/J Math Big Ideas and the Curriculum:Mathematical Processes • Two sources (need 45 minutes): • Marian Small’s Chapter 2 • Math Curriculum 1- 8, pages 11-17 • Be able to retrieve it • http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf • Small Groups: 7 groups of 4 and 5 (32 people) • Refer to text and to curriculum document • You will need chart paper and markers • 15 minutes maximum • Post, Share & Discuss

  8. P/J Math Big Ideas and the Curriculum:Mathematical Processes ... 2 • Seven small groups (Report just the essence!) • 1: Big Ideas (Small – ch. 2) (who has text??) • “What are Big Ideas?” Give 2, 3 examples only • 2: Processes: Problem Solving (keep brief) • 3: Processes: Reasoning and Proving AND Connecting • 4: Processes: Reflecting • 5: Processes: Selecting Tools and Computational Strategies (brief) • 6: Processes: Communicating • 7: Processes: Representing

  9. P/J Math Week 2 Session 1 • Next session: • Finalizing Assignment 3 details • Additional Ministry Resources • A focus on Problem Solving • An introduction to Teaching through PS (TTPS) • Geometry as a context (a short refresher)

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