Teaching math to adults is different from teaching math to children. Volunteers in adult education programs will learn how to manage the challenges, implement new ideas, and find resources for their math challenged students. NOTE: Original formatting may have been altered during the upload process.
This presentation will help understand how to frame specific objectives for teaching any subject in general and Mathematics in particular under cognitive, affective and psychomotor domain.
Strategies in Teaching Mathematics -Principles of Teaching 2 (KMB)Kris Thel
Solving problems is a practical art, like swimming, or skiing, or playing the piano: you can learn it only by imitation and practice. . . . if you wish to learn swimming you have to go in the water, and if you wish to become a problem solver you have to solve problems.
- Mathematical Discovery George Polya
This presentation will help understand how to frame specific objectives for teaching any subject in general and Mathematics in particular under cognitive, affective and psychomotor domain.
Strategies in Teaching Mathematics -Principles of Teaching 2 (KMB)Kris Thel
Solving problems is a practical art, like swimming, or skiing, or playing the piano: you can learn it only by imitation and practice. . . . if you wish to learn swimming you have to go in the water, and if you wish to become a problem solver you have to solve problems.
- Mathematical Discovery George Polya
How to teach is really difficult problem for the teacher. To make the teaching of mathematics interesting vital the teacher should know the proper methods of teaching. Secondary education commission(1952-53) has emphasised the need and importance of choosing right methods of teaching
Language in the Math Classroom; A Workshop for Mathematics and Special Educators focuses on ways in which middle- grades math and special education teachers can support students with the language demands of the middle grades math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org
Mathematics is always perceived as a difficult subject. How do teachers change the negative perception? This presentation which I presented to the staff of School of Mathematical Sciences, Universiti Sains Malaysia, shares some ideas on how to make learning Math meaningful and interesting.
Constructivist approach of learning mathematics thiyaguThiyagu K
Constructivist theories are about 'how one comes to know'. Today’s constructing knowledge is tomorrows prior knowledge to construct another knowledge i.e. learners constructing knowledge are provisional. There are five basic tenets (previous knowledge, communicating language, active participation, accepted views and knowledge construction) in implication in constructivist learning. Constructivist teaching approach is the challenging one to teaching mathematics. No particular constructivist teaching approach is available to teach mathematics, here I have discussed some methods like interactive teaching approach, problem centred teaching approach may be the best approach in constructivism theory and the role of teacher is some different than other theory.
Interdisciplinary approach in mathematics VIJAYKUMARPAL4
How various disciplines like physics , chemistry , biology are inter-connected with mathematics. This slide gives you better understanding and visualization through images and GIFs.
How to teach is really difficult problem for the teacher. To make the teaching of mathematics interesting vital the teacher should know the proper methods of teaching. Secondary education commission(1952-53) has emphasised the need and importance of choosing right methods of teaching
Language in the Math Classroom; A Workshop for Mathematics and Special Educators focuses on ways in which middle- grades math and special education teachers can support students with the language demands of the middle grades math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org
Mathematics is always perceived as a difficult subject. How do teachers change the negative perception? This presentation which I presented to the staff of School of Mathematical Sciences, Universiti Sains Malaysia, shares some ideas on how to make learning Math meaningful and interesting.
Constructivist approach of learning mathematics thiyaguThiyagu K
Constructivist theories are about 'how one comes to know'. Today’s constructing knowledge is tomorrows prior knowledge to construct another knowledge i.e. learners constructing knowledge are provisional. There are five basic tenets (previous knowledge, communicating language, active participation, accepted views and knowledge construction) in implication in constructivist learning. Constructivist teaching approach is the challenging one to teaching mathematics. No particular constructivist teaching approach is available to teach mathematics, here I have discussed some methods like interactive teaching approach, problem centred teaching approach may be the best approach in constructivism theory and the role of teacher is some different than other theory.
Interdisciplinary approach in mathematics VIJAYKUMARPAL4
How various disciplines like physics , chemistry , biology are inter-connected with mathematics. This slide gives you better understanding and visualization through images and GIFs.
Volunteer Opportunities with the Arlington Public Library's Arlington Reads program. We offer classes to adult learners in ESL, GED, Pre-GED, TSR, ABE, and Computer Technology.
This presentation focuses on characteristics and assumptions of adult learners, and presents strategies for helping adult learners. Supported by works from Knowles, Cross, Wlodkowski, and Rothwell.
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Deep linking - a fundamental change in the mobile app ecosystemTUNE
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Challenges, misconceptions, Adv & Dis-advantages of OBE?
This is a talk I gave last week in Toronto that was geared towards discussing PBL Math with parents and answering some of their questions about the pedagogy.
Creating Mathematical Opportunities in the Early Years
Presenter, Dr Tracey Muir, for Connect with Maths Early Years Learning in Mathematics community
As teachers, we are constantly looking for ways in which we can provide students with mathematical opportunities to engage in purposeful and authentic learning experiences. On a daily basis we need to select teaching content and approaches that will stimulate our children through creating contexts that are meaningful and appropriate. This requires a level of knowledge that extends beyond content, to pedagogy and learning styles. As early childhood educators, we can also benefit from an understanding of how the foundational ideas in mathematics form the basis for key mathematical concepts that are developed throughout a child’s school.
In this webinar, Tracey will be discussing the incorporation of mathematical opportunities into our early childhood practices and considering the influence of different forms of teacher knowledge on enacting these opportunities.
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Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
2nd That Emotion: Support for the Affective DomainFred Feldon
Los Angeles Valley College AB 705 Math Workshop, May 17, 2019. Design principles for high-challenge, high-support curricula and pedagogy includes intentional support for students' affective needs. The non-cognitive domain plays an undeniable role in reducing students' fears and increasing students' willingness to engage with challenging tasks.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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For more information, visit-www.vavaclasses.com
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Introduction to Teaching Math to Adult Students in Basic Education
1. INTRODUCTION TO
TEACHING MATH
TO ADULT
STUDENTS
In Adult Basic Education &
High School Equivalency Programs
Presented by:
Rachel Gamarra
Arlington Reads
Arlington Public Library
2. Why Teach Math to Adults?
“…numeracy is the
one skill revealed to
be highly associated
with employability.”
-Myrna Manly
3. THE ADULT STUDENT
• The adult student is ALWAYS in charge of their learning.
• The student decides:
• Their level of participation.
• Whether or not they will cooperate.
• How to make the class work for them.
• Whether or not they will continue studying.
Principle of androgogy: Learners are self-directed &
autonomous.
4. THE ADULT STUDENT
Developmental Period Age Group Task
Early adult transition 17-22 Explore possibilities and make
tentative commitments.
Entering the adult world 22-29 Create first major life structure.
Age 30 transition 29-33 Reassess life structure.
Settling down 33-40 Create second life structure.
Midlife transition 40-45 Ask “what have I done with my life?”
Entering middle adulthood 45-50 Create new life structure.
Age 50 transition 50-55 Minor adjustments to middle life
structure.
Combination of middle adulthood 55-60 Build second middle life structure.
Late life transition 60-65 Prepare for retirement and old age.
Late adulthood 65+ Create late life structure and deal with
declines of old age.
-LEVINSON’S LIFE TASK DEVELOPMENTAL MODEL-
5. INSTRUCTOR TIP #1
1) Acknowledge that the adult student is responsible for
their own learning. They are free to participate or not
participate at will.
2) Do not involve yourself in a power struggle with the
student. It is a no-win situation for you and your
students.
3) Foster an atmosphere of group cooperation in order
to build allies to help you manage the challenges of a
difficult student.
7. COMMON “MATH PHOBIC” BELIEFS
• Math is mainly arithmetic!
• Math is a lot of memorization!
• You must follow the procedures set down by the
teacher or textbook only!
• Every problem has only one answer!
• You have to be a genius to do math!
• I hate math!
Source: http://literacy.kent.edu/Oasis/Resc/Educ/comcon.html
8. REASONS FOR “MATH PHOBIA” IN
ADULTS
• Traditional schooling has taught the adult to be a
dependent learner.
• Previous failure in math courses.
• Negative messages from family members and
teachers.
• The conditioned belief that they are “not a math
person.”
• Inadequate tools and experiences to help manage
frustrations associated with challenging math
concepts.
Principle of androgogy: Self-concept of the learner.
9. INSTRUCTOR TIP #2
How to mitigate “Math Phobia”:
1) Emphasize sense-making by demystifying
mathematical processes and procedures.
2) Promote collaborative work with peers so students
can discuss & experiment with alternative strategies.
3) Be accepting of mistakes and discuss them openly!
4) Coach students to become flexible problem solvers.
5) Ask students to explain why they are doing what they
are doing to another student or instructor.
10. ANDRAGOGICAL ASSUMPTIONS FOR
WHY ADULTS LEARN MATH:
1. READINESS TO LEARN
• The adult student must have a need to
learn math in order to solve real-life
problems.
2. ORIENTATION TO LEARNING
• Adults are life, task and problem-
centered in their orientation to learning.
3. MOTIVATION TO LEARN
• Increased job satisfaction, self-esteem,
and quality of life.
11. REASONS FOR LEARNING MATH
• Family or Personal: as a parent, household manager,
consumer, financial and health-care decision maker, and
hobbyist.
• Workplace: as a worker able to perform tasks on the job
and to be prepared to adapt to new employment demands.
• Further Learning: as one interested in the more formal
aspects of mathematics necessary for further education or
training.
• Community: as a citizen making interpretations of social
situations with mathematical aspects such as the
environment, crime and politics.
Source: National Center for the Study of Adult Learning and Literacy (NCSALL)
12. INSTRUCTOR TIP #3
1) Use real-life examples or situations the adult student
may encounter at home or work:
• Example: Replacing a refrigerator in a small kitchen.
• Skills needed: conceptual understanding of measurement,
percentages, fractions, and volume in addition to reasoning,
formulation of mathematical problems, estimation, the
willingness to perform the task with math.
• Reasons: Measuring space, determining fit, comparison
shopping for sales & discounts, finding the best financing
options, finding the best refrigerator at the best value, to be
able to evaluate and find solutions to the problem.
Source: National Center for the Study of Adult Learning and Literacy (NCSALL)
13. INSTRUCTOR TIP #3 (CONT.)
2) Develop mathematical vocabulary from meaningful
use instead of from worksheets or vocabulary lists.
3) Help adults to make connections to what they already
know and what they need to know (schema building).
4) Invite students to participate in the decision making
process.
• Example: discussing , choosing, and testing the mathematical
strategies they think will work.
5) Use activities that build self-esteem, self-confidence
and a sense of accomplishment.
14. TRY THIS! A CLASSROOM
ACTIVITY:
Opening Quiz:
• Before regular instruction
begins.
• 3-10 math problems (harder
content has fewer questions
than easier content).
• Timed activity (5-10
minutes).
• Multiple choice.
• Individual work.
• Students must show work (if
calculator is used, they must
show the steps).
Purpose:
• The instructor is able to test for
prior knowledge.
• The instructor can evaluate
student mastery of content
covered in the previous day’s
class.
• The instructor can see the
student’s thought process.
• Students can see what they are
doing right or where they begin
to make mistakes.
• The class can discuss and
review common mistakes
together.
• Students are prepared for
standardized tests.
16. LEARNING DISABILITIES
Learning disabilities usually fall within four broad categories:
• Spoken language-listening and speaking
• Written language-reading, writing, and spelling
• Arithmetic-calculation and concepts
• Reasoning-organization and integration of ideas and thoughts
Learning disabilities may also be present along with other
disabilities, such as mobility or sensory impairments. Often people
with Attention-Deficit Disorder (ADD) or Attention-
Deficit/Hyperactivity Disorder (ADHD) also have learning disabilities.
Source: DO-IT, University of Washington.
17. DYSCALCULIA
A person with Dyscalculia has difficulty understanding and using
math concepts and symbols. Signs of dyscalculia may include:
• Mistakes such as number additions, substitutions,
transpositions, omissions, and reversals in writing,
reading, and recalling numbers.
• Difficulty with abstract concepts of time and
direction.
• Inconsistent results in addition, subtraction,
multiplication, and division.
• Difficulty remembering math facts, concepts, rules,
formulas, sequences, and procedures.
Source: DO-IT, University of Washington.
18. DYSCALCULIA (CONT.)
Signs of dyscalculia may include:
• Inconsistent mastery of math facts.
• Difficulty with left and right orientation.
• Difficulty following sequential procedures and
directions in math steps.
• Slowness in understanding math concepts in word
problems.
• Confusing operations signs or performing them in
wrong order.
Source: DO-IT, University of Washington.
19. FINDING ASSISTANCE FOR LEARNING
DISABLED ADULTS…
• The Learning Center of North Texas (TCAELC) provides
Assessment Services for adults who may need formal
accommodations on standardized testing.
• Teachers or administrators who notice that a student is struggling
should call the Adult Services Division of TCAELC to arrange a
screening interview.
• VISIT: www.tlcnt.org for more information on assessment services
and resources through TCAELC.
• VISIT: http://www.gedtestingservice.com/testers/computer-
accommodations for more information on available G.E.D. testing
accommodations for qualified individuals.
Source: TCAELC.
20. HELPFUL RESOURCES FOR
INSTRUCTORS:
National Center for the Study of Adult Literacy
• http://www.ncsall.net/index.php@id=14.html
The Alliance for Students with Disabilities in Science, Technology,
Engineering, and Mathematics
• http://www.washington.edu/doit/Stem/articles?251
The Learning Center of North Texas
• http://www.tlcnt.org/
National Center for Learning Disabilities
• http://www.ncld.org/
Adult Numeracy Network
• http://adultnumeracynetwork.org/links.html
21. OTHER SOURCES CITED:
Manly, Myrna, and Lynda Ginsburg. "NCSALL: Focus on Basics."
Editorial. NCSALL: Focus on Basics. National Center for the Study
of Adult Basic Education, May 2008. Web. 19 Dec. 2014.
<http://www.ncsall.net/index.html@id=31.html>.
Smith, Carter. "How Do Adults Learn." How Do Adults Learn.
Slideshare, 17 Jan. 2008. Web. 19 Dec. 2014.
<http://www.slideshare.net/carterfsmith/how-do-adults-learn>.