Culturally Responsive Strategies for Math Instruction
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Transcript of Culturally Responsive Strategies for Math Instruction
Culturally Responsive Strategies for Math InstructionSOUTH DAKOTA INDIAN EDUCATION SUMMITSEPTEMBER 24, 2012
Cultural Responsiveness of Common CoreHow do Standards for Mathematical Practice relate to Native American pedagogy?
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them2. Reason abstractly and quantitatively 3. Construct viable arguments and critique reasoning4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning
www.corestandards.org
Ojibwe Pedagogy Standards of Math Practice
Learning from watching
Community Orientation
Oral History
Learning from mistakes
Personal Sovereignty
Commonality of Common Core
Modeling Math
Group Communication
Contextualized problems
Using Counterexamples
Multiple Solutions/Reasoning
Food for Thought
The depressing thing about arithmetic badly taught is that it destroys a child’s intellect, and to some extent, his integrity. Before they are taught arithmetic, children will not give their assent to utter nonsense; afterwards, they will.
(Sawyer in Burns 1994, 119)
Divergent Thinking Study
CITE HERE
Traditional Paradigm
Fact Fluenc
yProcedural Fluency
Math Fluency
Modern Paradigm
Procedural Fluency
FactFluency
Conceptualization
NCTM, 2000Add it Up, 2001
American Educator
If students fail to gain conceptual understanding, it will become harder and harder to catch up, as new conceptual knowledge depends on the old. Students will become more and more likely to simply memorize algorithms and apply them without understanding.
(Willinghelm, 2010)
Variables Impacting Student Success
Quality of the
Curriculum
Quality of the
Instruction
Quality of the School
Environment
Quality of the
Student’s Home
Environment• Schools control 3 out of 4 critical variables that determine student success in mathematics.
Fennel, 2002
Five Strategies
1. CONTEXTUALIZE CONCEPTS2. INSTIGATE REASONING3. PROMOTE REPRESESENTATION4. INITIATE DISCOURSE5. GENERALIZE RULES
Contextualizing concepts
Create “hooks”Use humorTell storiesEngage interestMake mysteriesRelate to kids
Estimating Products
Instigating reasoning
Ask great questionsAsk LOTS of questionsWait for answersGive helpful infoCreate safety
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Promoting representation
Use problems that can be drawnCreate partial models (informal procedure)Introduce “possible” solutionsHave manipulatives availablePositively reinforce alternative solutions
Initiating discourse
Share in pairs and small/whole groupsDevelop routines for “discussion”Have students share solutionsCenter student analysis on student workCause debate
Finding Perimeter of a Rectangular Shape
Generalizing rules
Flip the paradigmForce students to conjectureTest ideas and hypothesesExtend problemsUse algorithms to summarize thinking
From 27% to 95%
Tower-Soudan becomes Reward School (Top 15% of MN schools)
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