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Old dogs new math 2
- 1. Old Dogs NewMath Jen Maxwell Math Specialist Ryerson Elementary January 13, 2015
- 2. Let’s take aquick survey... How many of you enjoyed math as a child? As an adult? How many of you are comfortable helping your elementary child with their math homework?
- 3. What is this“new” math and how is it different from the way we were taught? Why Do Americans Stink at Math? New York Times July 23, 2014
- 4. When Kids Do“Old Math” “Insanity: Doing the same thing over and over again and expecting different results” Albert Einstein
- 5. Math Can Be…FUN?! How we learned... (old math) How our children are learning… (new math) ❖ Quiet classroom-teacher directed ❖ Students completed worksheets independently for practice ❖ Learned the rules- “Ours is not to question why, just invert and multiply” “Please Excuse My Dear Aunt Sally” “FOIL” ★ more about collaboration and investigation ★ teaching methods that help children understand the underlying math ★ develops number sense ★ Strategy based BRIDGES~ 30+ “Work Place” games per school year
- 6. Why all the“new” methods? ● HOW WHY ● “Promotes confidence in what children are doing, rather than try to remember a procedure” ● “To provide maps rather than remember lists of directions” ● “As children progress the mathematical ladder, all the techniques eventually join up with what you did in school” ● “Play and curiosity are essential parts of math. If not exposed as intriguing and enjoyable, it’s unlikely they will ever develop an appetite for it” “Tell me and I forget. Teach me and I remember. Involve me and I learn” - Benjamin Franklin
- 7. Overcome Fear ofMath “Anything worth learning takes effort and math is no different.” There IS value (honor) in getting stuck, or even getting a problem WRONG. Allow yourself the flexibility to think. You are probably better than you think you are. No more excuses: “I’m bad at math” does not justify remaining bad at math.
- 8.
- 9. Multiplication Facts Suggested, strategicorder in which to learn basic facts: x 10 x 5 x 2 x 4 x 8 x 9 x 3 x 6 x 7
- 10. How would YOUsolve…. 399 + 426 600 - 485 Any of these?? Number Line Linking + to - Decomposing Traditional Algorithm
- 11. How would YOUsolve... 25 x 16 64 ÷ 4 = ? Any of these?? Algorithm Splitting Halve & Double Double Double Grid Method
- 12. It’s not thealgorithm! Using the Grid Method (partial product) for Multiplication Why is Math Different Now Vimeo Math Plus Academy
- 13. The Grid Method Howdoes it relate to algebra? (a + b) x (c + d) How many of you remember FOIL? (First, Outer, Inner, Last) ac + ad + bc + bd The strategies we are teaching them now will help them make sense of the math they will learn later!
- 14. KINDERGARTEN Unit A WorkingThrough Five: Numbers to Five & Ten Unit B Five & Ten, Do it Again! Numbers to Ten Unit C How Much How Many? Paths to Adding, Subtracting & Measuring Unit D Shaping Up: Two-Dimensional Geometry Unit E Ten and Then Some: Numbers Beyond Ten Unit F Problems All Around Us: Weight & Place Value GRADE 1 Unit A Numbers All Around Us Unit B Equal: To Be or Not To Be: Developing Strategies Unit C Leapfrogging: The Number Line Unit D One of These Shapes Is Not Like The Others: Geometry Unit E The Problem With Penguins: Figure the Facts Unit F To 100 and Beyond! GRADE 2 Unit A Figure the Facts Unit B Climbing the Beanstalk: Place Value & Measurement Unit C Sizing it Up! Measurement Unit D How… is 1,000? Place Value Unit E Name it, Make it, Shape it, Break it, Build it, Move it, and Compare it: Geometry Unit F The Ants Go Marching 10 by 10 GRADE 3 Unit 1 Addition & Subtraction Patterns Unit 2 Introduction to Multiplication Unit 3 Multi-Digit Addition & Subtraction Unit 4 Measurement & Fractions Unit 5 Multiplication, Division & Area Unit 6 Geometry Unit 7 Extending Multiplication & Fractions GRADE 4 Unit 1 Multiplicative Thinking Unit 5 Geometry & Measurement Unit 2 Multi-Digit Multiplication & Early Division Unit 6 Multiplication & Division, Data & Fractions
- 15. Questions? Just ask! maxwellj@madison.k12.ct.us FreeApps from the Math Learning Center http://catalog.mathlearningcenter.org/apps Games, parent letters, and more: http://www.mathlearningcenter.org/resources/families Online tutorials: https://www.khanacademy.org
Editor's Notes
- #4 This isn’t the first time that Americans had dreamed up a better way to teach math and then failed to implement it. The same pattern played out in the 1960s, when schools gripped by a post-Sputnik inferiority complex unveiled an ambitious “new math,” only to find, a few years later, that nothing actually changed. In fact, efforts to introduce a better way of teaching math stretch back to the 1800s. The story is the same every time: a big, excited push, followed by mass confusion and then a return to conventional practices. This time, however, we are finally adding positions like mine, math coaches, to help teachers make sense of the math themselves so that they can successfully teach their students. We also as parents need to embrace our child’s approach to problem solving. Give him or her the benefit of the doubt because you may find that while it might be a different path to the solution, the thinking is grounded in solid mathematical understanding, and WORKS! TECHNOLOGY!!! The number of times that anyone in their everyday lives actually needs to do a long division problem has decreased. But the need to know WHEN to multiply vs. divide has increased. (what store has the best value? What car deal is better?)
- #7 encourage passionate discussions among children so they can come to uncover math’s procedures, properties and proofs for themselves “Why Do Americans Stink at Math?” E. Green NYTimes July 23, 2014
- #10 no more need for “8 and 8 went to the store to buy nintendo 64”