The document discusses developing primary teachers' math skills through professional development programs. It addresses the concept of number sense, which refers to a well-organized conceptual understanding of numbers that allows one to solve problems beyond basic algorithms. Examples are provided for dot arrangements and personal numbers to illustrate number sense strategies. Arithmetic proficiency is defined as achieving fluency through calculation with understanding. The benefits of improved teacher math skills are outlined as developing students' number sense, fluency, conceptual understanding, problem solving and engagement. Examples are given for teaching subtraction and extending students. The importance of understanding over procedural fluency alone is emphasized.
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.
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.
Creating opportunities to develop algebraic thinking and enhancing conceptual understanding of mathematics is essential at every grade level. In this webinar, Math/Technology Curriculum Specialist Aubree Short explored the use of problem solving methods and hands-on manipulatives to guide students in the discovery of algebraic concepts at all levels of learning.
NCTM 2016- Seeing is Believing- Using Video Reflection Techniques to Strength...Boakes, Norma
This session was presented at the annual National Council of Teachers of Mathematics (NCTM) Annual Conference & Exposition held in San Franciso, CA from April 13-16, 2016.
Problem Solving in Mathematics EducationJeff Suzuki
A major focus on current mathematics education is "problem solving." But "problem solving" means something very different from "Doing the exercises at the end of the chapter." An explanation of what problem solving is, and how it can be implemented.
This is a presentation to help students who always become feared during Maths Exam. This presentation tells about what are the elements that initiates this phobia and what are the possible ways by both the teachers and the students to overcome such Phobia. This presentation also contains Vedic mathematics tricks that helps you to do calculations easily
Connect with Maths ~Maths leadership series- Session 3- the right knowledgeRenee Hoareau
Connect with Maths ~Maths leadership series- Session 3- the right knowledge presented by Rob Proffitt-White
The right knowledge – A clear valuing and understanding of mathematical content, the connections and a working knowledge of the proficiency strands underpins successful teaching
This workshop targets teachers and school leaders and aims to upskill their assessment literacy by:
• Creating cognitive activation tasks that promote critical thinking in all students
• Ensuring a consistent and shared responsibility for numeracy transfer
• Differentiating tasks through a focus on the proficiency strands
• Classifying the different problem solving types.
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Engaging All Students community ~ http://connectwith.engaging.aamt.edu.au
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
Connect with Maths~ Maths Leadership Series-session 2-the right pedagogyRenee Hoareau
Connect with Maths ~ Maths Leadership Series
Session 2 - The right pedagogies
Presented by Rob Proffitt-White
Implementing curriculum intent requires a repertoire of pedagogies
Effective teaching of mathematics and numeracy capabilities require a range of pedagogical practices . This workshop is for teachers and school leaders who want to look at the processes involved in creating a common language around effective delivery of all mathematical proficiencies. It will focus heavily around
• Valuing teacher voice and building supportive and trusting culture for all
• Enacting the growth mindset in all classrooms
• Designing protocols and routines to support coaching/mentoring and reflecting.
Connect with Maths ~ supporting the teaching of Maths ONLINE
Connect with Maths Engaging All Students community ~ join at http://connectwith.engaging.aamt.edu.au
Teaching teachers the best practices in Guided Math instruction. This presentation was delivered to staff at Powers Ferry Elementary School in Cobb County, GA. It helped teachers learn how to easily and effectively implement Guided Math into their math workshop model.
Creating opportunities to develop algebraic thinking and enhancing conceptual understanding of mathematics is essential at every grade level. In this webinar, Math/Technology Curriculum Specialist Aubree Short explored the use of problem solving methods and hands-on manipulatives to guide students in the discovery of algebraic concepts at all levels of learning.
NCTM 2016- Seeing is Believing- Using Video Reflection Techniques to Strength...Boakes, Norma
This session was presented at the annual National Council of Teachers of Mathematics (NCTM) Annual Conference & Exposition held in San Franciso, CA from April 13-16, 2016.
Problem Solving in Mathematics EducationJeff Suzuki
A major focus on current mathematics education is "problem solving." But "problem solving" means something very different from "Doing the exercises at the end of the chapter." An explanation of what problem solving is, and how it can be implemented.
This is a presentation to help students who always become feared during Maths Exam. This presentation tells about what are the elements that initiates this phobia and what are the possible ways by both the teachers and the students to overcome such Phobia. This presentation also contains Vedic mathematics tricks that helps you to do calculations easily
Connect with Maths ~Maths leadership series- Session 3- the right knowledgeRenee Hoareau
Connect with Maths ~Maths leadership series- Session 3- the right knowledge presented by Rob Proffitt-White
The right knowledge – A clear valuing and understanding of mathematical content, the connections and a working knowledge of the proficiency strands underpins successful teaching
This workshop targets teachers and school leaders and aims to upskill their assessment literacy by:
• Creating cognitive activation tasks that promote critical thinking in all students
• Ensuring a consistent and shared responsibility for numeracy transfer
• Differentiating tasks through a focus on the proficiency strands
• Classifying the different problem solving types.
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Engaging All Students community ~ http://connectwith.engaging.aamt.edu.au
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
Connect with Maths~ Maths Leadership Series-session 2-the right pedagogyRenee Hoareau
Connect with Maths ~ Maths Leadership Series
Session 2 - The right pedagogies
Presented by Rob Proffitt-White
Implementing curriculum intent requires a repertoire of pedagogies
Effective teaching of mathematics and numeracy capabilities require a range of pedagogical practices . This workshop is for teachers and school leaders who want to look at the processes involved in creating a common language around effective delivery of all mathematical proficiencies. It will focus heavily around
• Valuing teacher voice and building supportive and trusting culture for all
• Enacting the growth mindset in all classrooms
• Designing protocols and routines to support coaching/mentoring and reflecting.
Connect with Maths ~ supporting the teaching of Maths ONLINE
Connect with Maths Engaging All Students community ~ join at http://connectwith.engaging.aamt.edu.au
Teaching teachers the best practices in Guided Math instruction. This presentation was delivered to staff at Powers Ferry Elementary School in Cobb County, GA. It helped teachers learn how to easily and effectively implement Guided Math into their math workshop model.
Success in Maths for every child: the impact of Mathematics Mastery at Jubile...Challenge Partners
Mathematics Mastery is a not-for-profit programme, with a mission to address educational disadvantage by promoting, developing, researching and supporting a mastery approach to mathematics teaching.
Consider and identify what is involved in the FS numeracy. Explain why it’s necessary to ‘tune-in’ to the FS numeracy.
Identify at least one strategy you can feasibly use in your own training to build and support numeracy skill development. Presented by Ann Leske, Chemène Sinson and Allison Miller
Dave Tout is one of Australia's best-known experts in the field of adult numeracy. He gave the first session in our series of webinars for the LLN Community Educator Network (LLNCEN).
Foundations of Mathematics Teaching and Learning (Philippine Context) Ryan Bernido
This presents the preliminary lessons in the course, Teaching Mathematics in the Intermediate Grades. It discusses the foundations of mathematics teaching and learning including the nature of mathematics, the five-point view of nature of mathematics, the principles of mathematics teaching and learning, and other relevant topics taken from various sources and were put together to grasp an understanding of the foundations of mathematics instruction; particularly in the context of the Philippine Mathematics Education.
Difference between Conceptual learning and memorization in Math imathscanada
Math is an essential part of our lives and it can be seen everywhere: from the time we wake up in the morning until we go to bed at night. Whether it’s calculating the amount of money we need for groceries, figuring out how much time it will take to get to work, or deciphering recipes, math is a fundamental tool that helps us make sense of the world around us.Learning math can also help us develop problem-solving skills and logical thinking which can be useful in everyday life. Early learning centers help kids to develop crucial math skills at an early age.
Looking to build mathematical reasoning, number sense and academic language? This presentation will show key components of Math Talks, K-5 math strategies, scaffolds for English Learner participation and videos of ELs doing Math Talks within a co-teaching model. Attendees will participate in a Math Talk and leave with handouts to take back to their classroom.
This presentation aims to showcase the range of strategies that might be employed to close gaps in achievement and to improve the attendance of vulnerable groups.
Raising Achievement and Narrowing Gaps - Parliament Hill SchoolChallenge Partners
This presentation aims to showcase the range of strategies that might be employed to close gaps in achievement and to improve the attendance of vulnerable groups.
Building on Andy's session last year, this session will focus on how leaders create a climate and culture that leads to increased performance in schools. Much of the input is based on his learning from his participation in Oxford Business School 'High Performing Leadership' course and from the leadership meta-analysis by Dr Viviane Robinson from the University of Auckland
1. ‘Developing primary teachers’ maths skills… educating not
training - a sample of the Primary Maths Programmes funded by
the London Schools Excellence Fund
Ruth Williams, Lampton School’
3. What is number sense?
The term "number sense" is a relatively
new one in mathematics education.
It is difficult to define precisely, but broadly speaking, it refers
to
"a well organised conceptual framework of number information
that enables a person to understand numbers and number
relationships and to solve mathematical problems that are not
bound by traditional algorithms"
(Bobis, 1996).
4. 1. Dot arrangement
Consider each of the following arrangements of dots.
What mental strategies are likely to be prompted by each card?
What order would you place them in according to level of
difficulty?
5. 1.5 10 24670
2 327 6
2. My Numbers
Number of miles on my odometer
Number of sisters I have
How old my car is
Number of cats I’d like to have
My door number
Number of years I lived in my house
6. Arithmetic Proficiency
Arithmetic Proficiency:
achieving fluency in calculating with understanding
An appreciation of number and number operations, which enables mental
calculations and written procedures to be performed efficiently, fluently and
accurately.
7. Arithmetic Proficiency
Arithmetic Proficiency:
achieving fluency in calculating with understanding
Public perceptions of arithmetic often relate to the ability to calculate quickly
and accurately – to add, subtract, multiply and divide, both mentally and using
traditional written methods.
But arithmetic taught well gives children so much more than this.
Understanding about number, its structures and relationships, underpins
progression from counting in nursery rhymes to calculating with and reasoning
about numbers of all sizes, to working with measures, and establishing the
foundations for algebraic thinking.
Ofsted report – Good practice in primary mathematics
9. Mathematics in action
How would you do 672 – 364?
How would you expect to see it being taught?
Would you expect to see the same strategy every time?
14. Mathematics in action
672 – 364 what next?
How would you extend the more able?
How can you deepen understanding rather than just
increasing procedural fluency?
15. Mathematics in action
672 – 364 what next?
How would you extend the more able?
How can you deepen understanding rather than just
increasing procedural fluency?
What about estimation and justification?
16. Mathematics in action
What about estimation and justification?
Improving teaching and learning by deepening
understanding
17. Situations seen:
Theme of lesson: Calculate
squares, cubes and roots
Extending the most able: Use
the 6 laws of indices
18.
19. Final Thought:
“Asking a student to understand something means asking a teacher
to assess whether the student has understood it.
But what does mathematical understanding look like?
One hallmark of mathematical understanding is the ability to justify,
in a way appropriate to the student’s mathematical maturity,
why a particular mathematical statement is true or where
a mathematical rule comes from.”