Practical techniques for special educators to use in their math classrooms. The most recent developments in math assessments from SBAC will also be shared. (Presented by Dr. Julie Jones, USC Upstate. - uploaded here with permission from Dr. Jones).
Helping Students Develop Mathematical Process Skills, Really?Kien Lim
This is pdf copy of the presentation given at the CAMT 2015 Conference in Houston.
Session Title (limit 60 characters, including spaces)
Session Description:
Recognizing the importance of College and Career Readiness, TEKS has included the Mathematical Process Standards. Nationally, the Mathematical Practices Standards is in the Common Core. How can we help our students develop these process skills? Is it realistic? Is there an essence underlying all these standards? If yes, what is it? What need to change? Are you game for it? What support do you need? Examples of tasks that make students think will be shared.
A study on “changing students attitude towards learning mathematics”Dr. C.V. Suresh Babu
International Conference on Integration of STEAM in School Education organised by NCERT, Regional Institute of Education, Bhopal, MP, India in collaboration with Department of School Education, Government of Madhya Pradesh on February, 25th- 28, 2021
Presentation Math Workshop#May 25th New Help our teachers understa...guest80c0981
This is presented by a Math teacher,in Army Burn Hall College For Girls ,Abbottabad.
The target group was the teachers of school section. There were certain activities also performed an demonstrated in order to introduce new teaching methodologies and to prepare our teachers to meet the need of the day.
Umber
Helping Students Develop Mathematical Process Skills, Really?Kien Lim
This is pdf copy of the presentation given at the CAMT 2015 Conference in Houston.
Session Title (limit 60 characters, including spaces)
Session Description:
Recognizing the importance of College and Career Readiness, TEKS has included the Mathematical Process Standards. Nationally, the Mathematical Practices Standards is in the Common Core. How can we help our students develop these process skills? Is it realistic? Is there an essence underlying all these standards? If yes, what is it? What need to change? Are you game for it? What support do you need? Examples of tasks that make students think will be shared.
A study on “changing students attitude towards learning mathematics”Dr. C.V. Suresh Babu
International Conference on Integration of STEAM in School Education organised by NCERT, Regional Institute of Education, Bhopal, MP, India in collaboration with Department of School Education, Government of Madhya Pradesh on February, 25th- 28, 2021
Presentation Math Workshop#May 25th New Help our teachers understa...guest80c0981
This is presented by a Math teacher,in Army Burn Hall College For Girls ,Abbottabad.
The target group was the teachers of school section. There were certain activities also performed an demonstrated in order to introduce new teaching methodologies and to prepare our teachers to meet the need of the day.
Umber
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Today’s Number Daily Math Routine Todays Number is 12.5(This TakishaPeck109
Today’s Number Daily Math Routine
Todays Number is 12.5%
(This is sometimes called “N(umber of the Day”)
Daily Math Routines are a set of 5-7 minutes math routines that are done daily. They are designed to develop number sense and other mathematical reasoning by connecting critical math concepts on a daily basis.
Next week you will be asked to share the Today’s Number Daily Math Routine with your small group. This assignment is designed to help you become an expert on the Daily Math Routine.
A. Learn about “Today’s Number”
1. Read about “Today’s Number” (Today’s number is 12.%) 5 from this handout from NCCTM. Respond to the questions below as you begin reading on page 5.
2. Give a brief overview of the Today’s Number routine.
3. How does this number routine support students in growing in their mathematical thinking?
4. What are some ways the number of the day can be presented to students in each of these settings?
d. Early Elementary
d. Later Elementary
1. How might teachers structure the Today’s Number routine for older students?
1. What does the teacher do while older students are generating their representations?
1. What are some ways in which teachers can keep an ongoing record of student responses to the Number Routine? How might these records be used by students and teachers in the future?
1. Though the number used in Today’s Number will change across grade levels, consistent use of the routine across grade levels will continue to enhance student’s number sense. What is meant by number sense? Why is number sense important?
1. What are some common models that can be used across grade levels as students participate in Today’s Number? Provide examples of each.
1. Why is it important to allow students to share their representations with each other?
1. One of the hardest parts of this number routine for teachers is knowing what to look for in student work and how to highlight important mathematical concepts. What are some common big ideas to look for when examining student work?
B. Considering Grade Level Appropriateness
Go back to Page 3 from this handout from NCCTM.and spend some time thinking about the 3 examples given.
a. 1st Grade-
i. Share 3 others ways you might anticipate 1st graders would represent 15.
ii. Label each representation with the mathematical concept they represent.
b. 5th Grade
i. Share 3 other ways you might anticipate 5th graders would represent ¾?
ii. Label each representation with the mathematical concept they represent
c. 7th Grade
i. Share 3 other ways you might anticipate 5th graders would represent -8?
ii. Label each representation with the mathematical concept they represent
C. Watch a “Today’s Number” Daily Math Routine in an Intermediate classroom.
1. Before you begin, take 1 minute to show 135 in as many ways as you can. Record you thinking below.
2. Now watch this video and respond to the prompts below.
3. What prompt did the student use for the “Today’s Number Routi ...
Investigating learning strategies in a dispositional learning analytics conte...Bart Rienties
This study aims to contribute to recent developments in empirical studies on students’ learning strategies, whereby the use of trace data is combined with self-report data to distinguish profiles of learning strategy use [3, 4, 5]. We do so in the context of an application of dispositional learning analytics in a large introductory course mathematics and statistics, based on blended learning. Building on our previous work which showed marked differences in how students used worked examples as a learning strategy [7, 11], this study compares different profiles of learning strategies with learning approaches, learning outcomes, and learning dispositions. One of our key findings is that deep learners were less dependent on worked examples as a resource for learning, and that students who only sporadically used worked examples achieved higher test scores.
The power of learning analytics to unpack learning and teaching: a critical p...Bart Rienties
Across the globe many educational institutions are collecting vast amounts of small and big data about students and their learning behaviour, such as their class attendance, online activities, or assessment scores. As a result, the emerging field of Learning Analytics (LA) is exploring how data can be used to empower teachers and institutions to effectively support learners. In the recent Innovative Pedagogy Report Ferguson et al. (2017) encourage researchers and practitioners to move towards a new form of learning analytics called student-led learning analytics, which enable learners to specify their own goals and ambitions. They also support learners to reach these goals. This is particularly helpful for individuals who have little time to spare for study. In this ESRC session, based upon 6 years of experience with LA data and large-scale implementations amongst 450000+ students at a range of context, I will use an interactive format to discuss and debate three major questions: 1) To what extent is learning analytics the new holy grail of learning and teaching? 2) How can instructional design be optimised using the principles of learning analytics?; 3) With the introduction of student-led analytics, to what extent can learning analytics promote ‘personalisation’ or ‘generalisation’ for diverse populations of students?
Empowering Pre-Service & New Math Teachers to Use the Common Core Practice St...DreamBox Learning
How prepared are the K-12 teachers of tomorrow to inspire the next generation of young mathematicians? In this webinar for the edWeb.net Adaptive Math Learning community, attendees learned how essential it is for pre-service teachers to learn, develop, and model the Standards for Mathematical Practice to improve learning for their future students. Ben Braun, Associate Professor of Mathematics at the University of Kentucky, and Tim Hudson, Senior Director of Curriculum Design at DreamBox Learning, discussed ways to ensure that pre-service teachers start their careers understanding how mathematical proficiency requires more than simply content knowledge. Tim and Ben shared ideas for K-12 school leaders and mentor teachers who are responsible for new teacher induction, as well as, implications for college and university faculty teaching both math methods and content courses. They also discussed potential disconnects between pre-service content and methods courses and also eventual in-service expectations, while providing examples of math problems to engage pre-service and new teachers. View the webinar to better understand how to use the Standards for Mathematical Practice.
Learn what Project Based Learning is all about and why it should be used in the classroom. Find out how to start and some classroom examples. Grab some new ideas that may help your students be more successful in the classroom.
1. Can special become common?
Offering math support in the
common core classroom
Julie P. Jones, PhD
University of South Carolina Upstate
JJones3@uscupstate.edu
2.
3.
4. What are schools doing to increase
performance and motivate
learners?
• Early numeracy development (e.g. number sense)
• Improved math curriculum
• Formative assessment systems
• Summer programs
• Increasing after school tutoring programs
• Improved parental involvement
• After school tutoring or during school tutoring
• Extrinsic rewards for improved performance
• Variability in scheduling
• Choice of instructional model
5. Siegfried Engelmann (2005)
“We can't lead with our chin or our hearts. It
must be a cerebral battle, governed by data
and the understanding that if we try hard
enough, we can design effective practices
that will accelerate the performance of at-
risk kids. And if we don't try hard enough,
the hell with us.”
6. NCTM suggests strategies for math
aligned to the CCSS
1. Create worthwhile problems as a foundation
for daily instruction.
2. Use real data and current events to make
mathematics more engaging and more
relevant.
3. Ask quality questions that promote
tion
discourse. duca ?
ial e egies
spec trat
can se s
How rt the
s uppo
7.
8. 3 levels of instructional supports:
1) Task analysis for each skill
2) Vocabulary instruction
3) Journaling in math
9. Level 1: Task Analysis
• Task analysis is a process by which a task is
broken down into its component parts.
• Each skill we teach must have steps. Even the
seemingly small skills.
• Students must demonstrate a comfort with
these steps before they can attempt problem
solving.
10. Task Analysis: How does it work?
1. Determine what task you want the student
to perform
2. Figure out what steps will be required to
complete the task.
3. Decide what order to teach the steps in
4. Teach the student one step until the student
displays mastery of it.
5. As each part of the process is learned, add it
to the chain until the task can be completed
independently.
http://www.brighthubeducation.com/special-ed-learning-disorders/25800-how-task-analysis-works-for-students-with-special-needs/
12. Level 2: Math Vocabulary
and Number Sense
Mathematics is a language of order with its own particular set of rules that
must be learned and followed systematically (Adams, 2003).
78
3 x (5 + 2) = 265.0111 $1.599
x 64
Consider:
What do you do first?
Which direction do you go?
13. Many students who have a disability in math also
experience reading difficulties that interfere with their
ability to solve problems (Miller & Mercer, 1997).
The boys’ arrows were nearly gone. They started with
32 arrows each. After a minute but rapid examination
of their weapons, they heard a noise. Does
were standing at the edge of the lake. They now had 3
arrows each. How many arrows did they use before they saw
the does?
14. Number Sense
Prerequisites to problem solving:
• Spatial relationships
• One more, two more
• One less, two less
• Part- whole relationships
Sood & Jitendra, 2007
15. Keyword Mnemonic
1. Select key vocabulary
2. Create keyword mnemonics
a. Recode
b. Relate
c. Retrieve
3. Incorporate into math instruction
4. Plan for systematic and spaced review
16.
17.
18. Systematic review
• Word wall of math vocabulary
• Large flashcard review
• Incorporation into journaling activities
19. Level 3: Journaling Activities
• Students practice reading and using the
language of math
• Students practice using number sense.
• Students demonstrate comfort with skills/steps.
• Students justify and support answers with
factual information.
20. Studies show…
• Students who study news and current events
in school do better on standardized tests and
develop and improve reading, vocabulary,
math, and social studies skills.
s
tion w
p er enta w ho
spa ta. pres sho
new f da le re ta to give
the ce o ultip da ions
Use sour Use m same sentat
as a the t repre ation.
of ren
fe
dif rent in form
diffe
21. Ideas for journaling
• Oil spill: percents, proportionality, domain,
discrete vs. continuous data sets
• Population growth in your city: predictions
based on trend data
• Sports: calculate batting averages, determine
which is the better player given statistics
• Weather: graphs, trends, predictions,
measures of central tendency
22.
23. How can I prepare my students for
the new assessments?
• Who is creating SC’s new test?
– http://www.smarterbalanced.org
• Where can I get up-to-date information on
CCSS?
– Bill McCallum, University of Arizona
– http://commoncoretools.me
1) Math operates within a binary framework- you can only work on 2 numbers at a time - task seems easier - lessens anxiety 2) Order of operations- the order math is written in is not necessarily the order in which it is performed 3) Variations to the language are always popping up (telephone numbers with decimals, gas station prices)
Spatial relationships- how many without counting Part-whole: 5 is made up of 2 and 3 This foundation is necessary before students can read a word problem and know if they are putting numbers together, or taking them apart. Is the answer a bigger number/ smaller number- what does that mean (+ - x ÷)
Other words that are tricky : volume, graduated, product, net, ruler, plot, yard, mass, cubed, count, face, fair, range