maa ip guide: a resource for implemen6ng meaningful ... ip guide talk...prac@ce – mp3: construct...
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MAAIPGuide:AResourceforImplemen6ngMeaningfulMathema6calTaskstoFosterStudentEngagement
AprilStromSco,sdaleCommunityCollege
1-11-18
ThankyoutotheClassroomPrac@ceswriters!
• JamesAlvarezandAprilStrom(co-leads)– Sco,Adamson– SpencerBagley– DerekBruff– BethCory– JessicaDeshler– AngieHodge– BethKelly– Brigi,eLahme– JohnMeier– ChrisRasmussen– JackRotman– RobertTalbert
FosteringStudentEngagementinMath
• Ac@veengagement– Ideathatlearningoccurswhenstudentsconstructtheirownknowledgethroughsocialinterac@ons.
• Cogni@veengagement– Ideathatlearningoccurswhenstudentsarecogni@velyengagedinthemathema@cs.
ClassroomPrac@ces:Selec@ngAppropriateMathema@calTasks
• Intrinsicvs.ExtrinsicAppropriateness(Talbert)• Theore@calFrameworksforUnderstandingAppropriateness
• ChoosingMeaningfulGroup-worthyTasks• Communica@on–Reading,Wri@ng,Presen@ng,Visualizing(MP3)
• ErrorAnalysisofStudentWork• FlippedClassrooms• ProceduralFluencyEmergesfromConceptualUnderstanding(NCTM)
ClassroomPrac@ces:Selec@ngAppropriateMathema@calTasks
• Intrinsicvs.ExtrinsicAppropriateness(Talbert)• Theore@calFrameworksforUnderstandingAppropriateness
• ChoosingMeaningfulGroup-worthyTasks• Communica@on–Reading,Wri@ng,Presen@ng,Visualizing(MP3)
• ErrorAnalysisofStudentWork• FlippedClassrooms• ProceduralFluencyEmergesfromConceptualUnderstanding(NCTM)
Intrinsicvs.ExtrinsicAppropriateness(Talbert)
• IntrinsicAppropriateness– theaspectsofthetaskitselfthatlenditselftoeffec@velearning
• Extrinsicappropriateness– theexternalfactorsinvolvingthelearningenvironmentthataffecthowwellstudentswilllearnfromthetask.
Considera@onsforSelec@ngAppropriateMathema@calTasks
• DoIhaveclearly-statedandconcretelearningobjec@vesdefinedforthelessoninwhichthetaskisgoingtoappear,anddostudentshaveaccesstothoseobjec@ves?
• DoIhaveac@onableinforma@on,basedonforma@veassessmentorsurveys,aboutmystudents’mo@va@ons,agtudes,andmathema@calreadinessforthetask?
• Basedonthatinforma@on,doesthetaskmeetstudentsattheirlevelofexper@se(nottooeasy,nottoohard)andattheirlevelofreadiness(theyarepreparedtodothetaskapartfromhavingtherightlevelofexper@se)andmo@va@on(studentshaveareasontoperformthetaskapartfromextrinsicrewardsandpunishments)?
ChoosingMeaningfulGroup-WorthyTasks(Steinetal.,1996)
• Low-LevelCogni@veDemand– Memoriza@onTasks– ProcedureswithoutConnec@onsTasks
• High-LevelCogni@veDemand– ProcedureswithConnec@onsTasks– DoingMathema@cs
Communica@on–Reading,Wri@ng,Presen@ng,Visualizing(MP3)
• CommonCoreStandardsforMathema@calPrac@ce– MP3:ConstructViableArgumentsandCri@quetheReasoningofOthers
ProceduralFluencyEmergesfromConceptualUnderstanding(NCTM,2014)
• Example:DividingFrac@ons– Keep-change-flip
• “Whenstudentslearnproceduresinsuchawaythattheyareconnectedtoconceptualfounda@ons,theywillhavemoresuccessinusingtheseprocedures,willrecallthemforalongerperiodof@me,andwillbeabletousetheseproceduresflexiblyandeffec@velyinaproblemsolvingsitua@on”(NRC,2005).
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