Mathematics Language + Communication

1. Mathematics Language +Communication Mathematics Fluency Presented By: Natalie Crist Mathematics Resource Teacher Carroll County Public Schools

2. Mosaic of Math • Based on Mosaic of Thought by Keene and Zimmermann • Is it computation or problem solving? • It is mathematics instruction that targets the thinking that occurs • Process vs. Product

3. EssentialQuestions: • How do you know what your students are thinking during a mathematical activity? • How do we develop a deeper mathematical understanding? • How can we make mathematics vocabulary more comprehensible for students?

4. What good mathematicians do…. • Visualize/picture • Make Connections • Wonder • Guess • Figure out • Notice

5. Mathematical Mind Journeys • Children learn by thinking, reasoning, problem solving, communicating and computing in meaningful ways. • Teachers guide students by questioning, by assessing understanding, and by supporting and challenging the children to reach new levels of understanding. • MMJ is about discovery, communication and disequillibrium.

6. What’s happening in an MMJ? • Metacognition • Development of number concepts and number sense • Development of vocabulary • Building on numbers • Decision making • Modeling notation, recording, representation • Questioning • Differentiation

7. Guidelines for an MMJ • Thumb-up! • Test your strategy with another. • You may change your answer at any time. • Listen and respect other students’ ideas. • Gather and share strategies.

8. Quick ImageCreate mental imagesConnect number to pictureVisualizeLook for detailsDraw conclusionsEnhance understanding

9. MMJ Task 1 29x4=

10. Guiding Questions During MMJ • What did your brain do to solve this problem? • What did you picture in your mind? • Is there any other way to solve this problem? • Why did you choose this strategy? • Is there a more efficient strategy you can use? • Will your strategy work for other problems? • Can you tell/ show why your strategy works?

11. MMj Task 2 1002-998=

12. MMJ Task 3 36 x 12

13. MMJ Task 4 159 ÷13= n

14. MMJ Task 5 John needs 275 lollipops for his class. They come in bags of 25. How many bags does he need to buy?

15. Vocabulary Development • Students learn new terminology and word meanings best when they encounter them during purposeful activities and investigations. • Research suggests that the use of semantic maps (graphic organizers) results in overall comprehension.

16. Fostering Vocabulary Development • Suggestions: ~Limit new terms introduced in a lesson (12 or less) ~ Make connections ~ Guide students in use of terms in investigations, problem solving and Mathematical Mind Journeys. ~ Reintroduce the words frequently in different contexts

17. Word Walls • A word wall is… ~ an organized collection of vocabulary (words and pictures) ~ a tool to be used ~ a way to promote group learning through activities ~ created over time combining student and teacher ownership ~ based on student needs ~ a reference tool

18. Examples of Activities and Organizers

19. Classroom Culture • Create a risk-free environment • Support the mathematical thinking happening • Be willing to listen to a different strategy • Get to know how your students think • Understand where your students are mathematically and where they need to go • Build student ownership and confidence • Promote deeper understanding through questioning

20. Mathematical Fluency