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As the focus on standards-readiness grows, we need reassurance that we’re not just teaching students how to pass a test, but also supporting their exploration, creativity and deep understanding of applied knowledge. In this webinar for the edWeb.net Adaptive Math Learning community, Joe Trahan and Kelly Urlacher, former Middle School teachers and current Curriculum Designers at DreamBox Learning, discussed the pedagogical approach to preparing students for formal algebra. They shared opportunities educators have to introduce abstract concepts at an early age – at a time when students are more focused on concrete mathematical concepts. Kelly and Joe discussed opportunities to foster mathematical exploration at an early age, digital tools to support concrete and abstract mathematical manipulations, and insights around how to engage middle school students and cultivate math confidence. View the webinar to learn how to prepare your students for pre-algebraic concepts.
Algebra Readiness: Equipping K-8 Students for SuccessDreamBox Learning
As the focus on standards-readiness grows, educators need reassurance that they’re not just teaching students how to pass a test, but also supporting their exploration, creativity, and deep understanding of applied knowledge. Joe Trahan, former middle school teacher, will discuss the pedagogical approach to preparing students for formal algebra. He'll share opportunities educators have to introduce the exploration of abstract concepts at an early age—at a time when students are more focused on concrete mathematical concepts.
How do we engage students, respond to the knowledge proliferation climate, and cross boundaries impeding theory-research-practice integration? Language games. Wittgenstein’s metaphor, will be developed as a framework for teaching theory application and modeling multi-theory fluency and literacy. A variety language games will be introduced and played.
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Register at www.si.mcinstitute.com.sg
This exciting institute features a line-up of Singapore and US experts on Singapore Math, led by Dr. Yeap Ban Har and Dr. Richard Bisk.
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Introduction To The Standards For Mathematical PracticeMoving Mindz
This presentation offers an introduction to the Common Core State Standards for Mathematics, the shifts that have occurred in mathematics educations, and the Standards for Mathematical Practice.
MCI Worchester State University Singapore Math Institute Jimmy Keng
Register at www.si.mcinstitute.com.sg
This exciting institute features a line-up of Singapore and US experts on Singapore Math, led by Dr. Yeap Ban Har and Dr. Richard Bisk.
Seminar at Colegio Inmaculada Conception, Universidad Andres Bello &San Beni...Jimmy Keng
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The purpose of conducting the webinar was to provide participants ideas on devising various interesting games for teaching children basic operations of Mathematics at the primary level
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http://sandymillin.wordpress.com/iateflwebinar2024
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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.
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Developing the MKT Through Analyzing and Deepening Tasks and Curriculum
1. Developing the Mathematical
Knowledge Needed for Teaching
(MKT) through Analyzing and
Deepening Tasks/Curriculum
Nicole Miller Rigelman
Portland State University
Teachers of Teachers of Mathematics
September 12, 2009
2. Close to 100
The object of the game is to create double-digit numbers that
sum as close to 100 as possible. Each game has five rounds.
For round 1, deal six cards to each player. Players then choose
any four of their six cards to make two two-digit numbers that,
when added, come as close to 100 as possible. Wild cards can
be assigned any value. Players record their numbers and total
on their score sheets. The player’s score is the difference
between the total and 100. (102 and 98 are both scored as 2.)
The used cards are discarded and four new cards are dealt to
each player. Each player will have 6 cards at the beginning of
a round, two that are left from the previous round and four that
are new.
At the end of five rounds the player with the lowest total score
wins.
4. About this Session
Doing some math; playing Close to 100.
Framing our Work
Examining the opportunities for student
mathematical discourse within the curriculum
as written.
Analyze video clip of students at work.
Considering general strategies for drawing out
and deepening student thinking and reasoning.
7. Mathematical Tasks of Teaching
Ball, Thames, & Phelps, 2008
Presenting mathematical ideas
Responding to students “why” questions
Finding an example to make a specific mathematical
point
Linking representations to underlying ideas and to other
representations
Connecting a topic being taught to topics from prior of
future years
-
8. Explaining mathematical goals and purposes to parents
Appraising and adapting mathematical content of
textbooks
Modifying tasks to be either easier or harder
Evaluating the plausibility of students’ claims (often
quickly)
Giving or evaluating mathematical explanations
Choosing and developing useable definitions
Using mathematical notation and language and
critiquing its use
Asking productive mathematical questions
Selecting representations for particular purposes
Inspecting equivalencies
9. Mathematical Knowledge
Needed for Teaching (MKT)
Subject Matter
Knowledge
Common
Content
Knowledge
(CCK)
Horizon
Content
Knowledge
Pedagogical
Content Knowledge
Knowledge
of Content
and Students
(KCS)
Specialized
Content
Knowledge
(SCK)
Knowledge
of Content
Curriculum
Knowledge
of Content
and
Teaching
(KCT)
Ball, Thames, & Phelps, 2008
11. Why Student Mathematical Discourse?
The discourse of a classroom – the
ways of representing, thinking,
talking, agreeing, and disagreeing
– is central to what and how
students learn about mathematics.
- NCTM, 2007,
p. 46
12. The Intended Curriculum
Private Think Time
Imagine a group of 4th graders engaged in this activity.
Predict the levels of math talk you would hear. Record
examples of what you think students might say in the
cells of the Discourse Analysis Tool.
Deepening the Discourse
Recognizing the goal of promoting higher-levels of
student mathematical discourse, what might you do to
deepen the math talk?
13.
14. Mathematical Tasks of Teaching
Ball, Thames, & Phelps, 2008
Presenting mathematical ideas
Responding to students “why” questions
Finding an example to make a specific mathematical
point
Linking representations to underlying ideas and to other
representations
Connecting a topic being taught to topics from prior of
future years
-
15. Explaining mathematical goals and purposes to parents
Appraising and adapting mathematical content of
textbooks
Modifying tasks to be either easier or harder
Evaluating the plausibility of students’ claims (often
quickly)
Giving or evaluating mathematical explanations
Choosing and developing useable definitions
Using mathematical notation and language and
critiquing its use
Asking productive mathematical questions
Selecting representations for particular purposes
Inspecting equivalencies
16. Close to 1000
Close to 1000 is similar, but the number of cards dealt is
different. Players start with 8 cards, and lay out six of them
to make two three-digit numbers that add as close to 1000
as possible.
A game consists of 5 rounds and the player with the lowest
score at the end of five rounds is the winner.
17. What if we played…
Close to 10,000 with two four-digit numbers,
Close to 100,000 with two five digit numbers,
etc. Work to describe a general strategy for all
games involving two addends whose sum is
close to a power of 10 or list some components
of such a general strategy.
19. Developing the Mathematical
Knowledge Needed for Teaching
What ideas/tools are you taking away for developing the
mathematical knowledge needed for teaching?
What questions remain … and what might you do to
work on answering the questions?
20. Building and Sustaining Student
Mathematical Discourse
Teachers need to create an environment in which
students build a “personal relationship” with
mathematics. Three key elements need to be in this
environment.
1. Students need to engage in authentic mathematical
inquiries.
2. Students must act like mathematicians as they explore
ideas and concepts.
3. Students need to negotiate. The meanings of, and
connections among, these mathematical ideas with
other students in the class.
- D’Ambrosio, 1995
As you play note what strategy you are using. After the game, explain in words the strategy you used to try to choose numbers that added as close as possible to 100. Is your strategy the same or different from your partner's? What did each of you focus on? You may wish to play a second game now that you have clarified your strategies.
What do teachers need to know and be able to do to accomplish this task?
Highlighting the content-intensive nature of teaching that is distinct for disciplinary knowledge, (Ball, Thames, & Phelps, 2008, p. 392)
An amalgam of knowledge of content and pedagogy needed for teaching
A goal in my math courses is to support students in developing “An “eye” for seeing and “ear” for listening to others in order to understand their thinking”
This focus not only challenges their level of content understanding but also how they view the mathematics content.
Teachers orientations to the content influence the ways in which they teach that content
A goal in my math courses is to support students in developing “An “eye” for seeing and “ear” for listening to others in order to understand their thinking”
This focus not only challenges their level of content understanding but also how they view the mathematics content.
Teachers orientations to the content influence the ways in which they teach that content
As you play note what strategy you are using. After the game, explain in words the strategy you used to try to choose numbers that added to 1000. How does this strategy compare with your strategy for Close to 100? Discuss your strategy with your partner.