I13 math plus chinese equals better math scores - mei peng-zhao
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I13 math plus chinese equals better math scores - mei peng-zhao
- 3. Mathematics NWEA Score Student Count Fall 2010 Mean RIT Fall 2011 Mean RIT Fall 2012 Mean RIT Grade K Math Primary Grades English 423 147.8 150.8 147.3 Chinese Immersion 106 156.6 155.3 153.8 Spanish Immersion 276 152.8 152.1 152.1 Grade 1 Math Primary Grades English 400 168.7 168.7 169.8 Chinese Immersion 86 174.0 175.9 173.3 Spanish Immersion 257 170.3 171.1 171.4 Grade 2 2-5 MN 2007 English 400 184.8 186.0 186.2 Chinese Immersion 98 186.4 185.0 185.1 Spanish Immersion 235 184.0 186.2 189.1 Grade 3 2-5 MN 2007 English 441 200.2 199.3 201.9 Chinese Immersion 67 200.1 203.7 202.6 Spanish Immersion 211 201.5 200.3 202.9 Grade 4 2-5 MN 2007 English 509 212.2 213.3 213.1 Chinese Immersion 54 213.0 216.1 218.1 Spanish Immersion 174 212.6 214.7 215.9 Grade 5 2-5 MN 2007 English 505 * 224.3 225.6 Chinese Immersion 56 * 225.7 228.4 Spanish Immersion 147 * 224.1 227.3 Grade 6 6 + Math, Alg, Geom English 556 * * 232.3 Chinese Immersion 31 * * 234.7 Spanish Immersion 113 * * 234.1 TABLE 1: COMPARISONS BETWEEN ENGLISH, SPANISH, AND CHINESE STUDENT PERFORMANCE ON THE 2012 NWEA Minnetonka Chinese Immersion Program
- 4. 147.3 169.8 186.2 201.9 213.1 225.6 232.3 153.8 173.3 185.1 202.6 218.1 228.4 234.7 152.1 171.4 189.1 202.9 215.9 227.3 234.1 0 50 100 150 200 250 300 K 1 2 3 4 5 6 Spanish Chinese English 150.8 168.7 186.0 199.9 213.3 224.3 155.3 175.9 185.0 203.7 216.1 225.7 152.1 171.1 186.2 200.3 214.7 224.1 0 50 100 150 200 250 300 K 1 2 3 4 5 Spanish Chinese English Fall 2011 Fall 2012Cohort Groups Exceeded Growth Projections Minnetonka Chinese Immersion Program
- 6. Chinese Language ‐‐‐‐ Invisible Communicator in Math Literal meaning of the character(s) informs the actual meaning of the math concept (be able to read, be able to understand) Basic math concepts Core math content 多 (many) + 边 (side) + 形 (shape) = polygon 五 (five) + 边(side) +形 (shape) = pentagon 八 (eight) + 边(side) +形 (shape) =octagon Example 分(divide) +数(number)=fraction 真 (real)+分(separate) +数(number)= proper fraction 假 (not real) +分(separate) +数(number)= improper fraction 带 (attached) +分(separate) +数(number)= mixed fraction 角=angle 邻 (neighbor) +角 (angle) = adjacent angle 三 (three) + 角 (angle) +形 (shape) = triangle 平(straight)行(walk)= parallel 平行(parallel)线(line)=parallel line 平行(parallel)四边形(quadrilateral) = parallelogram
- 7. Word‐formation patterns give students access to meanings of many new words by learning one single character unit 第 + # = ordinal • 第一 means first, 第二 means second，第三 means third, etc. ＃ ＋ place value (tens, hundreds, thousands) ＝ _____ • 3万4千5百6十7 = 34,567 ＃ ＋ 分cents＝ _____ • 1分means penny , 5分means nickel , 10分means dime , 25分 means quarter 周(week)＋＃ ＝ day of week • 周(week)＋一 (one) = Monday， 周(week)＋二 (two) = Tuesday, etc. ＃＋月(month) ＝ name of month • 一(one)+月(month) =January, 二 (two)+月(month) =February Chinese Language ‐‐‐‐ Invisible Communicator in Math
- 8. Concise, straightforward communication Chinese English 一共有多少？ How many do you have altogether? 还剩多少？ How many are there left? 1品脱里有几杯? How many cups are in 1 pint? Chinese English Brenda 一共花了$ 5.56买了4个 汉堡包给家人午餐。 2个汉堡包多少钱？ Brenda bought 4 cheeseburgers for her family for lunch. The total was $ 5.56. How much did 2 cheeseburgers cost? A，B两城市之间的高速公路长 420千米，同时从A，B两地各开 出一辆汽车相对而行。从A开出 的汽车每小时行65千米，从B开 出的汽车每小时行75千米，经 过几小时两汽车相遇？ The freeway between City A and City B is 420 kilometers long. At the same time, one car starts driving from City A at 65Kph, and another car starts driving from City B at 75kph. When will these two cars meet each other? Chinese Language ‐‐‐‐ Invisible Communicator in Math
- 11. Teaching Methodology Expectation • Math is science of thinking • helps in developing mathematical, reasoning, and logical thinking • It is important that students learn basic math knowledge and skills well • Students can learn math well • Teachers should take responsibilities for students’ math learning • Students’ attitudes and value towards math learning needs to be coherent with that of teachers for creating a cohesive learning environment Teaching Methodologies‐‐‐Activator of Learning Strategies
- 15. Multiple schemas The freeway between City A and City B is 420 kilometers long. At the same time, one car starts driving from City A at 65Kph, and another car starts driving from City B at 75kph. When will these two cars meet each other? At the same time, Lee and Wang start running in the opposite directions around a race track that is 400m long. Lee’s rate is 5 meters per second, and Wang’s rate is 3 meters per second. When will they meet each other for the first time? Red Cycling team rides 125 kilometers per day, and Black Cycling team rides 100 kilometers per day. If the Black team starts the trip 2 days earlier, when will the Red team catch up? A，B两城市之间的高速公路 长420千米，同时从A，B两 地各开出一辆汽车相对而行。 从A开出的汽车每小时行65 千米，从B开出的汽车每小 时行75千米，经过几小时两 汽车相遇？ 李和王在周长为400米 的环形跑道上跑步，李 每秒钟跑5米，王每秒钟 跑3米。他们从同一地点 同时出发，反向而跑， 那么，二人从出发到第 一次相遇需多长时间？ 自行车红队每天行125 千米，自行车黑队每 天行100千米。如果黑 队早出发2天，红队几 天能追上黑队？ Teaching Methodologies‐‐‐Activator of Learning Strategies Instructional sequence Conceptual variation S=VT 距离=速度 x 时间 co
- 16. Instructional sequence Conceptual variation • Multiple schemas(e.g. purposely designed or chosen situations, ) in teaching mathematic concepts • Analogical comparisons • Leveled extraneous commonalities or features • Reconstructed relations Teaching Methodologies‐‐‐Activator of Learning Strategies
- 17. Instructional sequence Procedural variation • Varying a problem: verifying conditions, change the results and generalization • Solving a problem by multiple methods: verifying the different processes of solving a problem; associating different methods of solving one problem • Multiple application of a method: applying the same method to a group of similar problems Teaching Methodologies‐‐‐Activator of Learning Strategies
- 21. One example
- 25. Thank You!