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Developing Mathematical Minds and Hearts through Math Modeling

Developing Mathematical Minds and Hearts through Math Modeling. Jennifer Suh, Ph.D. Associate Professor COMPLETE MATH at GMU Mathematics Education College of Education

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Developing Mathematical Minds and Hearts through Math Modeling

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  1. Developing Mathematical Minds and Hearts through Math Modeling Jennifer Suh, Ph.D. Associate Professor COMPLETE MATH at GMU Mathematics Education College of Education College of Education & Human Development and Human Development George Mason University, VA George Mason University, VAjsuh4@gmu.edu

  2. Dr. Jennifer Suh Jennifer M. Suh, PhD, jsuh4@gmu.edu Associate Professor, Mathematics Education George Mason University Interests: Developing students’ mathematics proficiency &  teachers' mathematics knowledge through Lesson Study  and representational fluency through mathematics tools and emerging technologies

  3. Dr. PadhuSeshaiyer PadhuSeshaiyer, PhD, pseshaiy@gmu.edu Professor of Mathematical Sciences College of Science

  4. COMPLETE MATH Mission: COMPLETE MATH Professional Development To promote excellence in mathematics teaching, learning and collaborative mentoring in Northern Virginia through innovative solution-oriented initiatives in professional development and coaching networks.

  5. The design and implementation process of a three year innovative, strategic and sustainable mathematics professional learning model consisting of • content-focused summer institutes; • academic year follow-up Lesson Study at school sites and • an ongoing support through onsite and online mentoring.

  6. Professional Development institutes

  7. School-based Lesson Study with coaching networks

  8. TRANSITIONS: GOALS r TRANSITIONS: Transforming Mathematics instruction through Mathematical Modeling, Algebraic Thinking and Proportional Reasoning: Teaching and Assessing Virginia’s Mathematics SOL​ Desimone, L. (2008)

  9. Effective Mathematics Teaching Practices 1. Establish mathematics goals to focus learning. 2. Implement tasks that promote reasoning and problem solving. 3. Use and connect mathematical representations. 4. Facilitate meaningful mathematical discourse. 5. Pose purposeful questions. 6.Build proceduralfluencyfrom conceptual understanding. 7. Support productive struggle in learning mathematics. 8. Elicit and use evidence of student thinking.

  10. Math Goals What might be the math learning goals? What representations might students use in reasoning through and solving the problem? Tasks & Representations How might we question students and structure class discourse to advance student learning? Discourse & Questions How might we develop student understanding to build toward aspects of procedural fluency? Fluency from Understanding How might we check in on student thinking and struggles and use it to inform instruction? Struggle & Evidence

  11. DEVELOPING A COLLABORATIVE NETWORK

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