How Students Learn Mathematics in the Classroom June 18, 2009.
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Transcript of How Students Learn Mathematics in the Classroom June 18, 2009.
How Students LearnMathematics in the Classroom
June 18, 2009
Principle #1: Teachers Must Engage Students’ Preconceptions
Preconception #1 – Mathematics is about learning to compute.
What approximately is the sum of 8/9 and 12/13?
Conceptually Procedurally Sense making
Principle #1: Teachers Must Engage Students’ Preconceptions
Preconception #2 – Mathematics is about “following rules” to guarantee correct answers.
Systematic pattern finding and continuing invention Tower of Hanoi
Units used to quantify fuel efficiency of a vehicle Miles per gallon Miles per gallon per passenger
Compare different procedures for their advantages and disadvantages
Principle #1: Teachers Must Engage Students’ Preconceptions
Preconception #3 – Some people have the ability to “do math” and some don’t.
Amount of effort Some progress further than others Some have an easier time Effort is key variable for success
Informal vs. formal mathematical strategies
Brazilian street children could perform mathematics when making sales in the street, but were unable to answer similar problems when presented in a school context.
Carraher, 1986; Carraher et al., 1985
Informal vs. formal mathematical strategies
Men who successfully handicapped horse races could not apply the same skill to securities in the stock market.
Ceci and Liker, 1986; Ceci, 1996
Key Point to Remember
Without a conceptual understanding of the nature of the problems and strategies for solving them, failure to retrieve learned procedures can leave a student completely at a loss.
How to best engage students’ preconceptions and build on existing knowledgeAllow students to use their own
informal problem-solving strategies Wrong answer (usually partially correct) Find part that is wrong Understand why it is wrong Aids understanding Promotes metacognitive competencies
How to best engage students’ preconceptions and build on existing knowledge
Encourage math talk Actively discuss various approaches Learner focused Draw out and work with preconceptions Making student thinking visible Model the language
How to best engage students’ preconceptions and build on existing knowledge
Design instructional activities that can effectively bridge commonly held conceptions and targeted mathematical understandings
More proactive Research common preconceptions and points of
difficulty Carefully designed instructional activities
Key Point to Remember
Identifying real-world contexts whose features help direct students’ attention and thinking in mathematically productive ways is particularly helpful in building conceptual bridges between students’ informal experiences and the new formal mathematics they are learning.
Principle #2: Understanding Requires Factual Knowledge and Conceptual Frameworks
MDE HSCE for Mathematics p. 4 Conceptual Understanding Procedural Fluency Effective Organization of Knowledge Strategy Development Adaptive Reasoning
How Students Learn Mathematics in the Classroom
A Developmental Model for Learning Functions
A Developmental Model for Learning Functions.
Levels of Understanding 0 – Recognize and Extend Pattern 1 – Generalize the Pattern and Express it as
a function (y = 2x). 2 – Look at graph and decide if a particular
function could model it. 3 – Using Structures from Level 2 to create
and understand more complex functions.
Principle #3: A Metacognitive Approach Enables Student Self-Monitoring
Learning about oneself as a Learner Thinker Problem solver
Instruction That Supports Metacognition
An emphasis on debugging Finding where the error is Why it is an error Correcting it
Internal and external dialogue as support for metacognition
Help students learn to interact Model clear descriptions, supportive questioning,
helping techniques Seeking and giving help
Targets and Student Goal-Setting
Problem Learning Target Right? Wrong?Simple
mistake?More
study?
1 L2.1.2 translate roots to exponents
2 L2.1.2 translate roots to exponents
3 L2.1.2 translate roots to exponents
4 A1.1.2 understand the rules of exponents (integer)
5 A1.1.2 understand the rules of exponents (radicals)
6 A1.1.2 understand the rules of exponents (rational)
7 A1.1.2 understand the rules of exponents (integer)
8 A1.1.2 understand the rules of exponents (radicals)
9 A1.1.2 understand the rules of exponents (rational)
10 A1.1.2 understand the rules of exponents (radicals)
11 A1.1.2 understand the rules of exponents (radicals)
12 A2.1.1-3,A2.1.7 understand exponential equations
A2.1.1-3,A2.1.7 understand exponential table
A2.1.1-3,A2.1.7 understand exponential graph
A2.1.1-3,A2.1.7 understand exponential domain/range
A2.1.1-3,A2.1.7 understand exponential asymptote
Targets and Student Goal-Setting
I AM GOOD AT THESE!
Learning targets I got right:
I AM PRETTY GOOD AT THESE, BUT NEED TO DO A LITTLE REVIEW
Learning targets I got wrong because of a simple mistake:
I NEED TO KEEP LEARNING THESE
Learning targets I got wrong and I’m not sure what to do to correct them: