This document discusses the differences between traditional "old math" teaching methods and newer "new math" approaches. The "new math" focuses more on collaboration, developing number sense through hands-on activities and games, and helping children understand mathematical concepts and strategies rather than just memorizing procedures. It provides examples of different methods children are taught to solve math problems compared to traditional algorithms. The goal is to make math more engaging and help concepts connect as children progress to more advanced levels.
Measures of Dispersion and Variability: Range, QD, AD and SD
Old dogs new math
1. Old Dogs New Math
Jen Maxwell
Math Specialist
Ryerson Elementary
January 13, 2015
2. Let’s take a quick survey...
How many of you enjoyed math as a child? As an adult?
How many of you are comfortable helping your elementary
child with their math homework?
3. What is this “new” math and
how is it different from the
way we were taught?
Why Do Americans Stink at Math? New York Times July 23, 2014
4. When Kids Do “Old Math”
“Insanity: Doing the same thing over and over again and expecting different results”
Albert Einstein
5. Math Can Be… FUN?!
How we learned... (old
math)
How our children are learning…
(new math)
❖ Quiet classroom-teacher directed
❖ Students completed worksheets
independently for practice
❖ Learned the rules-
“Ours is not to question why, just invert
and multiply”
“Please Excuse My Dear Aunt Sally”
“FOIL”
★ more about collaboration and
investigation
★ teaching methods that help children
understand the underlying math
★ develops number sense
★ Strategy based
BRIDGES~
30+ “Work Place” games per school year
6. Why all the “new” methods?
● HOW WHY
● “Promotes confidence in what children are doing, rather than try to remember a
procedure”
● “To provide maps rather than remember lists of directions”
● “As children progress the mathematical ladder, all the techniques eventually join up
with what you did in school”
● “Play and curiosity are essential parts of math. If not exposed as intriguing and
enjoyable, it’s unlikely they will ever develop an appetite for it”
“Tell me and I forget. Teach me and I remember. Involve me and I learn”
- Benjamin Franklin
7. Overcome Fear of Math
“Anything worth learning takes effort and math is no different.”
There IS value (honor) in getting stuck, or even getting a problem WRONG.
Allow yourself the flexibility to think. You are probably better than you think you are.
No more excuses: “I’m bad at math” does not justify remaining bad at math.
10. How would YOU solve….
399
+ 426
600
- 485
Any of these??
Number Line
Linking + to -
Decomposing
Traditional Algorithm
11. How would YOU solve...
25
x 16
64 ÷ 4 = ?
Any of these??
Algorithm
Splitting
Halve & Double
Double Double
Grid Method
12. It’s not the algorithm!
Using the Grid Method (partial product) for Multiplication
Why is Math Different Now Vimeo
Math Plus Academy
13. The Grid Method
How does it relate to algebra?
(a + b) x (c + d)
How many of you remember
FOIL? (First, Outer, Inner, Last)
ac + ad + bc + bd
The strategies we are teaching
them now will help them make
sense of the math they will learn
later!
14. KINDERGARTEN
Unit A Working Through Five: Numbers to Five & Ten
Unit B Five & Ten, Do it Again! Numbers to Ten
Unit C How Much How Many? Paths to Adding, Subtracting &
Measuring
Unit D Shaping Up: Two-Dimensional Geometry
Unit E Ten and Then Some: Numbers Beyond Ten
Unit F Problems All Around Us: Weight & Place Value
GRADE 1
Unit A Numbers All Around Us
Unit B Equal: To Be or Not To Be: Developing Strategies
Unit C Leapfrogging: The Number Line
Unit D One of These Shapes Is Not Like The Others: Geometry
Unit E The Problem With Penguins: Figure the Facts
Unit F To 100 and Beyond!
GRADE 2
Unit A Figure the Facts
Unit B Climbing the Beanstalk: Place Value & Measurement
Unit C Sizing it Up! Measurement
Unit D How… is 1,000? Place Value
Unit E Name it, Make it, Shape it, Break it, Build it, Move it,
and Compare it: Geometry
Unit F The Ants Go Marching 10 by 10
GRADE 3
Unit 1 Addition & Subtraction Patterns
Unit 2 Introduction to Multiplication
Unit 3 Multi-Digit Addition & Subtraction
Unit 4 Measurement & Fractions
Unit 5 Multiplication, Division & Area
Unit 6 Geometry
Unit 7 Extending Multiplication & Fractions
GRADE 4
Unit 1 Multiplicative Thinking Unit 5 Geometry &
Measurement
Unit 2 Multi-Digit Multiplication & Early Division Unit 6 Multiplication & Division, Data &
Fractions
15. Questions? Just ask!
maxwellj@madison.k12.ct.us
Free Apps from the Math Learning Center
http://catalog.mathlearningcenter.org/apps
Games, parent letters, and more: http://www.mathlearningcenter.org/resources/families
Online tutorials: https://www.khanacademy.org
Editor's Notes
This isn’t the first time that Americans had dreamed up a better way to teach math and then failed to implement it. The same pattern played out in the 1960s, when schools gripped by a post-Sputnik inferiority complex unveiled an ambitious “new math,” only to find, a few years later, that nothing actually changed. In fact, efforts to introduce a better way of teaching math stretch back to the 1800s. The story is the same every time: a big, excited push, followed by mass confusion and then a return to conventional practices. This time, however, we are finally adding positions like mine, math coaches, to help teachers make sense of the math themselves so that they can successfully teach their students. We also as parents need to embrace our child’s approach to problem solving. Give him or her the benefit of the doubt because you may find that while it might be a different path to the solution, the thinking is grounded in solid mathematical understanding, and WORKS!
TECHNOLOGY!!! The number of times that anyone in their everyday lives actually needs to do a long division problem has decreased. But the need to know WHEN to multiply vs. divide has increased. (what store has the best value? What car deal is better?)
encourage passionate discussions among children so they can come to uncover math’s procedures, properties and proofs for themselves “Why Do Americans Stink at Math?” E. Green NYTimes July 23, 2014
no more need for “8 and 8 went to the store to buy nintendo 64”
