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Math With a purpose

Math With a purpose. Nikkie Duin. Successes! Questions!. Write down on post it notes at least 3 successes and at least one quesiton Post the post-its on the Wooo !! Hooo !! Poster or on the Hmmmm …. Poster. Learning to Think. Read Article Discuss with grade level

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Math With a purpose

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  1. Math With a purpose NikkieDuin

  2. Successes! Questions! • Write down on post it notes at least 3 successes and at least one quesiton • Post the post-its on the Wooo!! Hooo!! Poster or on the Hmmmm…. Poster.

  3. Learning to Think • Read Article • Discuss with grade level • Determine some key points that your grade level got from this reading • Use poster paper to illustrate ideas for others • Share ideas with the whole group

  4. What Marilyn Burns says… • Several years ago, Michael, one of my third graders, wrote this in his journal: "I never used to look forward to math. All we did was add and subtract. Now I like it more. We work together in class, and we still learn math but in a better way." In a sense, Michael described the challenge we face as math teachers-to help students become flexible thinkers who are comfortable with all the content areas of mathematics and able to apply their learning to problem-solving situations.

  5. Here are the ten "big ideas" I now embrace for helping children learn, understand, and enjoy math class. 10 BIG IDEAS

  6. 1st Big Idea Success comes from understanding. Set the following expectation for your students: Do only what makes sense to you. Too often, students see math as a collection of steps and tricks that they must learn.

  7. 2nd Big Idea • Have students explain their reasoning. It's insufficient and shortsighted to rely on quick, right answers as indications of students' mathematical power.

  8. 3rd Big Idea • Math class is a time for talk. Communication is essential for learning. Having students work quietly-and by themselves-limits their learning opportunities.

  9. 4th Big Idea • Make writing a part of math learning. Communication in math class should include writing as well as talking.

  10. 5th Big Idea • Present math activities in contexts. Real-world contexts can give students access to otherwise abstract mathematical ideas.

  11. 6th Big Idea • Support learning with manipulatives. Manipulative materials help make abstract mathematical ideas concrete. • What have you done to make your abstract ideas more concrete? What types of manipulatives have you used?

  12. 7th Big Idea • Let your students push the curriculum. Avoid having the curriculum push the children. Choose depth over breadth and avoid having your math program be a mile wide and an inch deep. • Are you giving your students enough time within a discussion for understanding?

  13. 8th Big Idea • The best activities meet the needs of all students. Keep an eye out for instructional activities that are accessible to students with different levels of interest and experience. • What are some ways you are differentiating your mathematics instruction?

  14. 9th Big Idea • Confusion is part of the process. Remember that confusion and partial understanding are natural to the learning process. • Based on brain research, the only time students learn is when there is confusion or mathematical disequilibrium.

  15. 10th Big Idea • Encourage different ways of thinking. There's no one way to think about any mathematical problem. Strategy Wall

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