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MATH HABITUDES
This document discusses developing positive habits and attitudes towards math (Habitudes). It suggests that math can be rebranded to focus more on creativity, curiosity, and problem solving skills. Some strategies are presented for teaching math, including using visualization, looking for patterns, experimenting, and breaking problems into smaller parts. Cultivating habits like perseverance, adaptability and passion in both students and teachers is emphasized as a way to improve engagement with math. The goal is to help students and teachers see themselves as "math people" and to appreciate math's beauty and importance.
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MATH HABITUDES
- 1. HABITUDES presented by angela maiers Math Monday, July 21, 14
- 2. I MATH Monday, July21, 14
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- 4. Where there isno mathematics, there is no freedom. -Georg Canter- Monday, July 21, 14
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- 8. I MATH Monday, July21, 14
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- 12. School Wants WorldWants Monday, July 21, 14
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- 19. “ ”You will think,feel, and interact with your surroundings in an entirely new, surprising and creative ways. Mathematics is an art from, one that intertwines human thought with the fabric that binds everything and everyone together. “ ”Mathematicsisthesourceoftimelessprofound knowledge,whichgoestotheheartofallmatterand unitesusacrosscultures,continents,andcenturies.“Monday, July 21, 14
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- 22. The world of thefuture will be controlled by those who have, and understand, the numbers. -NUMERATI- Intuition is no longer good enough. Monday, July 21, 14
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- 24. “It’s C.Q. and P.Q.not just I.Q” Thomas Friedman, 2014 Monday, July 21, 14
- 25. HABITUDES Habits + Attitude Monday,July 21, 14
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- 31. HABITUDES Habits + Attitude Monday,July 21, 14
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- 33. •Name It •Claim It •SustainIt Monday, July 21, 14
- 34. •Name It •Claim It •SustainIt Monday, July 21, 14
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- 36. Imagination Curiosity Self-AwarenessPerserverance Passion VISUALIZE: to draw, or represent in some fashion, a diagram in order to help understand a problem; to interpret or vary a given diagram CREATE: to invent mathematics both for utilitarian purposes (such as in constructing an algorithm) and for fun (such as in a mathematical game); to posit a series of premises LOOK FOR PATTERNS: to look for patterns amongst a set of numbers or figures TINKER: to play around with numbers, figures, or other mathematical expressions in order to learn something more about them or the situation; experiment CHANGE REPRESENTATION S: to look at a problem from a different perspective by representing it using mathematical concepts that are not directly suggested by the problem; to invent an equivalent problem, about a seemingly different situation, to which the present problem can be reduced; to use a different field (mathematics or other) from the present TAKE THINGS APART: to break a large or complex problem into smaller chunks or cases, achieve some understanding of these parts or cases, and rebuild the original problem; to focus on one part of a problem (or definition or concept) in order to understand the larger problem PROVE: to desire that a statement be proved to you or by you; to engage in dialogue aimed at clarifying an argument; to establish a deductive proof; to use indirect reasoning or a counter-example as a way of constructing an argument Monday, July 21, 14
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- 44. •Name It •Claim It •SustainIt Monday, July 21, 14
- 45. •Name It •Claim It •SustainIt Monday, July 21, 14
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- 47. Children are greatimitators. Give them something great to imitate. Monday, July 21, 14
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- 54. How do they think,act, and behave? What
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- 60. use? How do they usetheir Habitudes to help them? What do GREAT mathematicians do? Monday, July 21, 14
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- 63. BE THE MATHEMATICIAN YOU WANT YOUR STUDENTS TOBE Monday, July 21, 14
- 64. •Name It •Claim It •SustainIt Monday, July 21, 14
- 65. •Name It •Claim It •SustainIt Monday, July 21, 14
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- 67. I AM A “MATHPERSON” Monday, July 21, 14
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- 69. Unit of Study: Courage Lessons:15-20 min Unit : 4-6 Weeks Monday, July 21, 14
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