Effective Use of Math Word Wall                        How are GSSD Teachers using Math word walls?     NCTM Process Stand...
Word wall rubric for teachers
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Word wall rubric for teachers

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Word wall rubric for teachers

  1. 1. Effective Use of Math Word Wall How are GSSD Teachers using Math word walls? NCTM Process Standards and Expectations The following are principles in the process of communication and learning math: Instructional programs from prekindergarten through grade 12 should enable all students to  Organize and consolidate their mathematical thinking through communication  Communicate their mathematical thinking coherently and clearly to peers, teachers, and others  Analyze and evaluate the mathematical thinking and strategies of others;  Use the language of mathematics to express mathematical ideas precisely. (NCTM, 2000) Saskatchewan Learning Mathematics states that “Students need opportunities to view, read about, represent, write about, listen to, and discuss mathematical ideas” (Mathematics 2, 2008). Communication can involve a variety of modes such as speaking, listening, writing, reading and representing visually. Representation is a form of communication. According to Adding it Up: Helping Please find the attached word wall rubric for Children Learn Mathematics (NCTM, your own personal reflection and growth. 2001), “Communication about numbers, therefore, requires some form of external Visit my blog for more ideas in mathematical representation, such as a graph or a system communication: of notation. The usefulness of numerical ideas is enhanced when students encounter http://blogs.gssd.ca/smuir/?p=4037 and use multiple representations for the same http://blogs.gssd.ca/smuir/?tag=word-walls concept”. Students need to learn the appropriate use of formal math language and mathematical symbolic notation. Opportunities to experience communica- tion in a variety of settings can include but not limited to: pairs, small group and whole class. “Communication in math involves written and symbolic notation as well as discussing and describing„mathematical thinking‟ and interpreting and evaluating what other students say” (Glanfield, 2007, p. 26).

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