NCTM 2014 Annual Meeting Boston, MA Friday April 17, 2015 Session #574

Presented by: Norma Boakes, Ed.D. Associate Professor of Education Stockton University Norma.Boakes@stockton.edu

www.slideshare.net/nboakes/nctm-2015-taking-the-fear-out-of-math

Tell me a little bit about yourself

• Go to http://todaysmeet.com/NoFearMath • Type your name in the nickname area then hit

the “join” button. • Tell me what your role is currently within

mathematics education? A teacher, a pre-service teacher, a novice teacher, veteran teacher, math coach,…..

Have you ever heard this said to you or said it yourself?

• “I can’t do math.” • “Math is too complicated.” • “I never did well in math in school. All

those tests and stress.” • “When I see math I have to do I just

freeze.” • Did you know Hollywood says it too? • My personal favorite…. “You teach math?

For a living? Why?” • What have you heard someone say? Take

a second and share it on TodaysMeet.

Beilock and Willingham, 2014

Research shows that • Math anxiety is

linked to poor student performance

• Math anxiety is directly related to a negative attitude about math

• Fear of math causes avoidance

Admit your fear!

And know your learners….

All about Me • List a set of numbers

that are meaningful to you. Think of numbers that offer something unique and interesting about you.

• Write a math problem so that you have to solve the problem to learn the number that represents you.

• Let’s give it a try…..

Go to your

Trade your paper with someone you don’t know nearby and try their problem.

http://www.rakisradresources.com/2013/09/our-interactive-math-notebooks.html

Another version…. Figure Me Out

https://beyondtraditionalmath.wordpress.com/2014/01/07/pre-algebraic-thinking-for-elementary-students/

Sec- https://www.artofmathematics.org/blogs/cvonrenesse/mathematical-autobiographies

Elem- http://www.firstgradegarden.com/2013/09/im-back-classroom-reveal-and-freebies.html

http://www.rundesroom.com/search/label/Free%20Products

http://the-creative-apple.blogspot.com/2014_08_01_archive.html

The book begins…… On Monday in math class Mrs. Fibonacci says, “You know, you can think of almost everything as a math problem.” On Tuesday, I start to have problems.

http://www.polk-fl.net/staff/grants/pefgrants/documents/MFosterMIxingup003.pdf

Take a moment to think about it. Can you relate to the girl in the story? Talk to a shoulder partner about something you did today that involved math. (And the conference doesn’t count )

Go to your

https://www.pinterest.com/dreammakersnc/math-curse-reading-in-math/

What are the benefit of these types of activities and projects in the classroom?

Why does it address fear of math

• Students discuss and write about math feelings • You know more about the learners in your classroom • It’s personal and relevant to the learner

Post one of your thoughts on TodaysMeet

Why do we need to

know this?

Apply it to things they can relate to…

http://www.learningliftoff.com/10-fun-lego-math-ideas/#.VTBwgmRVhHw

https://www.pinterest.com/pin/48976714671103753/

Literature offers real world, rich mathematical stories

http://lifelivedinunknown.blogspot.com/2011/07/top-10-picture-books-that-teach-math.html

http://illuminations.nctm.org/Lesson.aspx?id=3751

Lesson at NCTM’s Illuminations website!

Go to your A recent favorite from YummyMath

Other places to go for real and relevant ideas….

• http://www.realworldmath.org/ Collection of free math activities for Google Earth

• http://ed.ted.com/series/math-in-real-life TEDEd Lessons Worth Sharing

• http://www.thirteen.org/get-the-math/ Videos about algebra in the real world

• http://www.yummymath.com/ A website offering real world application of math ideas from grades 3 and up.

What’s the value of making math relevant?

• Take a moment and post a thought on Todaysmeet

• They see the value of knowing the content • They see it as a tool in their lives • It often links to other subject areas, careers, etc • It’s more fun in context

Present “real” problems.

Old MacDonald's farm was full of chickens and pigs. There are 26 animals' heads and 70 feet among them all. How many are chickens and how many are pigs?

Key to good problems

• Should hold a learner’s interest • Should not have an immediately obvious

solution • Challenging to the learner without being too

hard • Relates to real life • Many avenues to approach a solution

Let’s try a “real” problem….

Go to your

Frog Problem A frog fell in a well that was 20 feet deep. Each day he climbed 3 feet up the well’s sides. At night he slid back down 1 foot. How many days did it take him to climb out of the well?

Featured on NCTM’s Facebook page

• Think about the problem before starting • Write down the information, and work on

a solution. • Turn to a table partner and share

thoughts. • Be ready to explain when you are done.

Sample…. How many different ways can you put three 3’s together. a. Can you make three 3’s equal 11? b. Can you make three 3’s make 4? c. Can you make three 3’s equal ½?

NCTM publications are a great resource too!

Before we move on to the next tip I need to know a bit about your classroom, ……

• Have one person from your table take out a piece of paper.

• Make sure you have something to write with • Move all other paper to the side. • Think about the question I pose • One at a time, write your response and pass.

Why use cooperating learning? • Learners can share ideas • Learners build communication skills • Encourages higher order thinking behaviors….

Comparing, analyzing, judging • Share strengths and develop weak areas

Talking Chip Method

Each child gets 1-3 chips. During a small group discussion, a student puts a chip in the circle when they get a turn to talk. Everyone must get rid of their chips before another can be used by anyone.

• Each pair receives an 8 ½” by 11” manila envelope with a world problem taped on the front.

• The pair solves the problem and places the solution in the envelope.

• When a pair finishes, they find another pair that is also finishing and trade.

• When time is up, pairs open the envelopes they have in front of them and compare strategies/solutions.

Think-Write-Pair-Share

• Have learners think about a question posed individually

• Next, tell the learner to write down what they are thinking. Jot down a few notes.

• Now allow students to share with a partner so they can compare/discuss

• Bring class together for a conversation

Are all shapes polygons?

*We used it for the frog problem

Roundrobin • 3 to 6 learners sit in a circle and are given a single

sheet of paper or whiteboard • The teacher presents a question or prompt for

conversation • One at a time the learner writes their response on

the paper and passes it to the next person in a circular fashion

• Once everyone responses, learners can discuss • Example prompts

– What should we do first when given a word problem? – What words might give us a clue that we need to

multiply? – What are examples of standard measures we use

every day? – How might we use what we learned in a real life way?

Showdown

• Learners sitting in groups of 3 or more • Each has a whiteboard & marker • Teacher gives each group a sheet with 3 or 4 problems

on it or displays on board • Learners do problems one at a time • Do the problem alone then place marker in center of

table when done • After all markers are down, learners discuss the

problem. – If right, they can give a silent cheer then move onto the

next one – If don’t agree, they discuss and decide on correct answer.

Why games in math?

• Promote mental mathematics • Offers repetitive practice with a challenge • Can support retention of basics facts and/or

skills • Allow learners to work independently from

the teacher • Engages the learner

24 Game

• Play solo, in groups, or as a class • Many versions of the game available • Problems vary in difficulty level • Object of the game is easy…. Get 24 • Easy to make your own • You can find versions online too

– http://www.mathplayground.com/make_24.html

Let’s try one….

Go to your

Who has? I have. • Consists of a set of cards for as many learners you have

in your room or less if you students to work in a group. • You make a series of questions where the answer is

used in the next problem. The last problem should link back to the first….. – I have 4. Who has 3 x 6? – I have 18. Who has 6 + 8? – I have 14……….. – I have 16. Who has 48/12?

• When you play you distribute a card to each learner. • One person reads the card and the game begins. You

know you are done when you loop back to the beginning?

Four of my favorites

• Cards –Hit the target –Pyramid solitaire

• Dice –Race to fifty –Game of pig

Go to your

Bringing it back together If asked, what things can you do to reduce fear and/or anxiety about math? Offer a response on Todaysmeet

References

• Beilock, S. & Willingham, D. (2014) Math anxiety: Can teachers help students reduce it? American Educator, pp.28-42.

• Hembree, R. (1990). The nature, effects and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(4), pp.33-46.

• O’Connell, S. (2005). Now I get it: Strategies for building confident and competent mathematicians, K-6. Portsmouth, NH: Heinmann.