Math Content Course

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Math Content Course

• Research points and instructional strategies that
  promote maximum student learning of mathematics
• My goal is to learn from each of you.
• Carol Gingerich

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Goal of Math Instruction

• Student mastery of state-developed curriculum
• Students who ask questions and solve problems
  using number sense and logical reasoning
• Students who can apply math to their lives

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Five Strands of Math Proficiency

• Understanding
• Computing
• Applying
• Reasoning
• Engaging
• Are interwoven and interdependent
• National Research Councils Helping Children
  Learn Mathematics

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Understanding

• Comprehension of
• Concepts
• Operations
• Relationships and patterns
• Symbols
• Diagrams
• Procedures
• Helping Children Learn Mathematics

5
Computing

• Carry out mathematical procedures
• Flexibly
• Accurately
• Efficiently
• Appropriately know when and how
• Helping Children Learn Mathematics

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Applying

• Being able to formulate problems mathematically
• Devise strategies for solving problems
• Use concepts and procedures appropriately
• Distinguish the known and relevant from the
  unknown
• Helping Children Learn Mathematics

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Reasoning

• The glue that holds math together
• Using logic to explain and justify a solution to
  a problem
• Extend from the known to the unknown
• Communicate thinking to others
• Helping Children Learn Mathematics

8
Engaging

• Key to success as a mathematician
• Seeing mathematics as
• Sensible
• Useful
• Doable
• Experience the rewards Celebrate!
• Recognize benefits of perseverance
• Helping Children Learn Mathematics

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Teaching Students Mathematics

• Student-centered when possible
• Content skills and processes
• Measurable objectives
• Authentic assessment
• Frequent review of concepts mastered

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Goal of the Daily Lesson

• Know the anchor or standard you are teaching
• Write the objective on the board and refer to it
  at the start
• Use for heading in math journals if notes are to
  be taken during lesson

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Know Previous Years Anchors

• What skills have they mastered?
• Review/reteach concepts based on need of class or
  individual students
• Start from what they know and build upon this

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Suggested Lesson Format

• 8 to 12 minutes of direct instruction for grades
  3 -7
• Time for processing
• Rotating mini-lessons
• Group work
• Individual work
• Reflections
• Team project time
• Teaching with the Brain in Mind

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Additions to Lessons

• Use literature to introduce concepts
• Students create and use games
• Math centers to practice or review
• Use interactive websites if SMART Board or
  projector is available

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Maintaining Student Attention

• Active learning strategies increase student
  engagement and help cut down on misbehaviors
• Teacher moves around room during instruction
• Students change locations during certain time
  blocks of the class
• Use fun and energizing rituals for openings and
  closings
• Teaching with the Brain in Mind

15
Compelling Whys of Learning

• Fun promotes retention
• Freedom enjoy choices
• Power successful mathematicians
• Belonging community of learners
• From PLS course Teaching Through the Learning
  Channels

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Types of Learners

• Try to address each type of learner in every
  lesson if possible
• Visual colors, shapes, patterns
• Auditory songs, chants, rhythm
• Tactile love of math
• Kinesthetic motions
• Teaching Through the Learning Channels

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Solid, effective guided instruction is the
balance of

• Concept development build understanding the
  why
• Procedural proficiency skills performed
• Problem-solving thinking and reasoning
• Harcourt Publishing research

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PSSA success dependent upon

• Vocabulary language of test
• Basic facts strategies practice
• Problem-solving and reasoning (especially
  open-ended questions)
• Test preparation strategies
• Harcourt Publishing

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Know the Vocabulary

• Anchors glossaries
• Standards glossaries
• Teachers manual list
• Vocabulary cards available with new text series
• Create flashcards/sentence strips
• Games Quizmo, Concentration, student-created
  cards, Jeopardy

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Use Authentic Assessments

• PSSA released items
• Math Coach
• Buckle Down Mathematics

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Modeling and Scaffolding

• Direct instruction
• Partner or small group practice
• Independent practice
• Reasonable amount of homework if mastery of skill
  is not achieved
• Provide timely feedback on assignments

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Concrete to Abstract Learning

• Begin with manipulatives/models whenever possible
• Move to drawings in journals and practice
  frequently with students who need this strategy
• Move to abstract numbers when student is ready

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Planning and Pacing Guides

• Based on grade level anchors
• Chunk related content metric measurements
• Logical sequence of curriculum does not always
  match text order
• Are works in progress anchors have been refined
  yearly
• School-wide or grade-level

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Use of Math Journals and Folders

• Eliminates disorganization and frustration
• Write vocabulary word, definition and examples
• Steps in processes with examples
• Resource for homework, study guide or test-taking
  tool