Talking and Writing During Math? From Math Journals to Math Talk BUILDing Math Proficiency Part 2.
BIG IDEAS IN MATHEMATICS. Use Writing in Math Students who have opportunities, encouragement, and...
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Transcript of BIG IDEAS IN MATHEMATICS. Use Writing in Math Students who have opportunities, encouragement, and...
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
Informs teacher
Increases math
vocabulary
Offersextended learning
opportunities
Allows timeto process
Helps students
think
Writing in
Math
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)
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
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)
OpportunitiesFor
Distributed Practice
Math Boxes
Everyday Math
Games
“Down”Time
Writing Prompts
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.
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
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.
How can we increase our content 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.
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!!!!!!
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
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…
Don’t be afraid to
Think outside the box!