Journaling in Mathematics
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The document discusses how using math journals can help students learn. It states that writing in math journals forces students to examine, express and track their reasoning about math problems. It then provides examples of open-ended writing prompts and strategies teachers can use to get students comfortable with writing about math concepts. These include think-pair-share, think-write-pair-share, and having students explain math ideas, formulas, and graphs in their own words. The document stresses that math journals can help both students and teachers understand the student's knowledge and thinking process.
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Journaling in mathematics math summer institute 2011
Math journals help students reflect on math problems and concepts. They examine their reasoning, express their thinking, and keep track of their problem solving process. Writing in journals benefits students by helping them become aware of what they know and don't know, connect prior knowledge to new concepts, and reflect on their understanding. It also helps teachers understand students' thinking by showing if students can explain concepts using appropriate math language. The document provides examples of journal prompts and strategies to support student reflection, including think-pair-share, think-write-pair-share, and using pictures to describe math problems and spark discussion.
Journaling in Mathematics
1) Math journals help students make sense of math problems by having them examine, express, and track their reasoning.
2) Writing about math allows students to reflect on what they know and don't know, connect prior knowledge to new concepts, and construct their own understanding of mathematics.
3) When starting math journals, teachers should begin with open-ended writing prompts to get students comfortable expressing their thinking and use strategies like think-pair-share to scaffold the writing process.
Math Journals
Math journals can help students better understand math concepts. Writing about problems allows students to examine and express their reasoning. Teachers can use journals to evaluate student progress and identify strengths and needs. Journals are useful for problem solving, reflecting on processes, and discussing activities with the class. Teachers should respond to journal entries by focusing on the math and showing interest in student thinking.
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This document outlines a lesson plan to teach students to represent whole numbers from 1 to 10 using objects in two parts. It includes:
1) Using observational notes and photos to assess if students can show a whole number partitioned into two parts using objects or pictures and naming each part.
2) Creating a learning environment where students practice ordering numbers, using number cards and a listening activity to develop number sense.
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Math journals help students reflect on math problems and concepts. They examine their reasoning, express their thinking, and keep track of their problem solving process. Writing in journals benefits students by helping them become aware of what they know and don't know, connect prior knowledge to new concepts, and reflect on their understanding. It also helps teachers understand students' thinking by showing if students can explain concepts using appropriate math language. The document provides examples of journal prompts and strategies to support student reflection, including think-pair-share, think-write-pair-share, and using pictures to describe math problems and spark discussion.
Journaling in Mathematics
1) Math journals help students make sense of math problems by having them examine, express, and track their reasoning.
2) Writing about math allows students to reflect on what they know and don't know, connect prior knowledge to new concepts, and construct their own understanding of mathematics.
3) When starting math journals, teachers should begin with open-ended writing prompts to get students comfortable expressing their thinking and use strategies like think-pair-share to scaffold the writing process.
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This document discusses adopting a problem-solving approach to teaching mathematics at the secondary level. It explores the features of problems and establishing a framework for developing problem-solving skills in students. Some key points made include:
- Thinking-based curriculum addresses issues like students performing algorithms without understanding and inability to apply concepts to new problems.
- True problems have no memorized solutions and multiple approaches rather than contextualized algorithms.
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This document outlines a lesson plan to teach students to represent whole numbers from 1 to 10 using objects in two parts. It includes:
1) Using observational notes and photos to assess if students can show a whole number partitioned into two parts using objects or pictures and naming each part.
2) Creating a learning environment where students practice ordering numbers, using number cards and a listening activity to develop number sense.
3) Introducing a problem where students use a two-part mat to share a set number of items with a friend, recording the combinations.
4) Having students demonstrate their different combinations and looking for patterns like the commutative property. Follow up activities include journaling and representing their own number
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The document discusses various strategies for motivating, teaching, and supporting students who struggle academically. It provides summaries of remedial strategies for math, reading, and general education. These include using manipulatives and visual aids in math, fill-in-the-blank story maps and predicting activities in reading, and warm-up exercises, explicit instruction of problem-solving steps, and identifying clue words in all subjects. The document advocates for these strategies by explaining how they make material more concrete, activate prior knowledge, and help students comprehend and master challenging concepts.
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The document provides an overview of strategies that will be focused on at Cedarbrook Middle School over the 2009-2010 academic year to improve student understanding and achievement. It discusses eight main strategies: setting the purpose for reading, test taking strategies, context clues, questioning strategies, determining essential vs. non-essential information, inferring and visualizing information, summary and synthesis, and problem solving strategies. For each strategy, it provides a brief explanation and examples of how it can be implemented and its importance for student comprehension. It also discusses how these strategies can be applied to different subject areas, especially reading and math.
Instructional focus
The document provides an overview of strategies that will be focused on at Cedarbrook Middle School over the 2009-2010 academic year to improve student understanding and achievement. It discusses eight main strategies: setting the purpose for reading, test taking strategies, context clues, questioning strategies, determining essential vs. non-essential information, inferring and visualizing information, summary and synthesis, and problem solving strategies. For each strategy, it provides a brief explanation and examples of how it can be implemented and its importance for student comprehension. It also discusses how these strategies can be applied to different subject areas, especially reading and math.
lesson 5 adding 2 digit numbers
The document outlines the learning outcomes, assessment strategies, instructional plan, and assessment of student learning for a math lesson on addition of whole numbers up to 1000. It describes representing addition strategies concretely, pictorially, and symbolically, as well as estimating sums. The plan involves using place value cards, ten frames, and a tens-ones mat to build numbers and add with regrouping. Student understanding will be assessed through observation, problem solving, and explaining strategies.
Thinking Key Competency
The document discusses different types of thinking including metacognition, analytical thinking, logical thinking, and creativity. Metacognition involves planning, monitoring, and evaluating one's thinking. Analytical thinking involves separating ideas into elements to understand relationships. Logical thinking reasons through causes and consequences in a sequential manner. Creativity discovers new ideas through techniques like mind mapping, provocation, and random inputs. The document provides examples and tips to develop these thinking skills.
Think alouds
The think-aloud strategy involves teachers modeling their thinking process aloud while reading to demonstrate how skilled readers comprehend text. When using think-alouds, teachers verbalize their thoughts, questions, predictions, mental images, connections to prior knowledge, and strategies for overcoming obstacles. This allows students to learn how to monitor their own comprehension. Think-alouds are an effective way for teachers to diagnose students' strengths and weaknesses and for students to gradually internalize self-monitoring of their thinking.
grade 1 representation and making connections
The document provides guidance on planning lessons using the backwards design approach. It discusses identifying learning outcomes, determining assessments, planning instructional activities, and following up on student learning. Specifically, it outlines planning for two lessons on addition and subtraction to 10. The first lesson introduces representing number stories in different ways. The second focuses on fact families and connecting representations on a number line. Assessments include student discussions and representations of number stories and problems.
sac70-mathematic-mindset-staff.pptx
This document discusses developing a growth mindset for mathematics. It aims to promote grit, resilience and character within math lessons. It explores fixed versus growth mindsets and how beliefs about math ability being fixed can negatively impact performance. Number talks are presented as an activity to develop flexible thinking and promote the view that mistakes are opportunities to learn. Resources for developing a growth mindset, including useful websites, are provided.
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This document provides an overview of Bloom's Taxonomy, a framework for categorizing levels of thinking skills. It details the original taxonomy developed in 1956 and the revised version from 2001. The revisions updated the taxonomy to better reflect 21st century work. The taxonomy categorizes thinking into six levels - remembering, understanding, applying, analyzing, evaluating, and creating. It encourages teachers to scaffold lessons to help students develop higher-order thinking skills. The document provides examples of how to incorporate each level of thinking into classroom lessons and assessments.
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Journaling in Mathematics
- 2. A math journal is one of the best ways to introduce writing into your math class. It helps students stretch their thinking and make sense of problems. When children write in their math journals, they examine, express and keep track of their reasoning.
- 3. help students become aware of what they do and do not know connect prior knowledge with what the student is studying summarize the student's knowledge and give insight into understanding help the student raise questions about new ideas give the student a chance to reflect on what is known allow the student to construct mathematics for him or herself help the student keep his or her thoughts organized help address the issue of "math anxiety" help teachers answer specific questions such as: ◦ Does the student use mathematics to make sense of a complex situation? ◦ Can the student formulate hypotheses? ◦ Can the student organize information? ◦ Can the student explain concepts? ◦ Does the student use communication skills effectively? ◦ Does the student use appropriate mathematical language? ◦ Is the student confident in his or her abilities?
- 4. Writing about your thinking is challenging. It is best to start with open-ended prompts such as: I learned that… I discovered that… I was surprised that… I noticed that I…
- 5. The basic steps to think pair share -question -think -pair -share
- 6. Once students are comfortable with the Think-Pair-Share strategy, introduce Think- Write-Pair-Share strategy. As the students think about the question they also write their response in a variety of techniques such as webbing, pictures, numbers, and words.
- 7. Right now I feel… Write a question that looms large in your mind right now. One thing I would like to accomplish today is…
- 8. Once your students have had some time writing about their attitudes and feelings towards mathematics in their journals they are ready to write about familiar math concepts. Explain by using pictures, numbers or words what subtraction means. Explain what is most important to understand about fractions. Tips I would give a friend to solve this problem are.........
- 9. What was going through your mind when you solved the problem? (to reveal the reasoning process) What was interesting? (to see their curiosity) What helped you find the solution? (to articulate strategic thinking, to find patterns, to acknowledge the thinking of others) What are you wondering? ( to inspire further investigations, to perceive inquiry as an ongoing process)
- 10. When you feel your students are ready, ask them to write about more complex mathematical ideas. Present a graph from a newspaper and have your students write a paragraph about the graph. Explain a formula. Write everything you know about probability.
- 11. There are many ways to organize math journals and math writing. You must decide what would be best for you and the students in your class.
- 12. My favorite time of the day was… because… Tomorrow I will do ________ differently. Here’s how…
- 13. If you were to publish a book about yourself, what would you title it?
- 15. Choose from any of the photos on your table. Please attach them into your journal.