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BIG IDEAS IN MATHEMATICS

BIG IDEAS IN MATHEMATICS. Use Writing in Math. “Students who have opportunities, encouragement, and support for… writing in math reap dual benefits: They communicate to learn mathematics and they learn to communicate mathematically. NCTM Principles and Standards 2000.

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BIG IDEAS IN MATHEMATICS

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  1. BIG IDEAS IN MATHEMATICS

  2. Use Writing in Math • “Students who have opportunities, encouragement, and support for… writing in math reap dual benefits: They communicate to learn mathematics and they learn to communicate mathematically. • NCTM Principles and Standards 2000

  3. What the Research says… When asked to explain their problem-solving processes or to discuss how the math they learned might be used in the real world, students deepen their understanding of concepts and clarify their thinking(Goldsby & Cozza, 2002; Sjoberg, Slavit, and Coon, 2004)

  4. But how can we collect data on student writing? • Data folders could include student writing samples over time • Rubrics for scoring student writing give a numeric value to student writing

  5. Meaningful Distributed Practice • What the research says… • Distributing study time over several sessions generally leads to better memory of the information than conducting a single study session. • (Ebbinghaus, 1885; Keppel, 1981; Bloom and Schuell, 1981; Donovan & Radosevich, 1999)

  6. Use How can we collect data on distributed practice? • Teachers keep log of minutes spent on games, “down” time practice. • Track progress on identified skills using slate assessments, mini-quizzes, specific problems on the math boxes, or writing prompts.

  7. Increase Teachers’ Knowledge of Mathematics What the research says…. “Improving teachers’ mathematical knowledge and their capacity to use it to do the work of teaching is crucial in developing students’ mathematical proficiency.National Research Council, 2001

  8. Now don’t take offense…We’re aware that: • Every teacher takes required math courses in high school and college • The math education that we received may not have provided us with sufficient opportunities to really LEARN mathematics. • We may know the facts or procedures but we may also have a relatively weak understanding of the conceptual basis for that knowledge.

  9. How can we increase ourcontent knowledge? • Assess teacher knowledge. • Identify an area to learn more about. • Start a study group of teachers in the building that want to learn more about similar concepts. • After working together, re-assess.

  10. What data could we collect on increasing teacher understanding of math concepts? • A log of the group’s topics and work • Teacher journals that record problem solving and replies to affective prompts • (If you’re really brave…) Pre-test and Post-test Scores I figured it out!!!!!!

  11. Other ideas for math ART’s to consider: • Increasing Student Math Vocabulary • Teaching Math through Problem Solving • A Strategic Look at Basic Facts • Meaningful Use of Manipulatives

  12. Whatever you do… Try to come up with a plan that: • Will benefit all kids, and harm none… • Will excite teachers • Will improve student achievement in mathematics And…

  13. Don’t be afraid to Think outside the box!

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