discussing the big ideas
DESCRIPTION
Discussing the Big Ideas. Kindergarten to Grade 3. Getting to 20. You are on a number line. You can jump however you want as long as you always take the same size jump . How can you land on 20?. How Would You Use Student Responses to That Task?. - PowerPoint PPT PresentationTRANSCRIPT
Discussing the Big IdeasKindergarten to Grade 3
Getting to 20 You are on a number line. You can jump
however you want as long as you always take the same size jump.
How can you land on 20?
2
How Would You Use Student Responses to That Task?
What’s different about …’s way of counting than ….’s way?
Do you have to start at 1 to get to 20? Anna jumped to 2, then 4, then 6,… . Ryan
jumped to 4, then 8, then 12,… Who took more jumps? Why?
Lee started at 6. Could he get to 20? Which way of counting to 20 was easiest?
3
Explain Your ThinkingNumber Riddle I am a number between 15 and 40. I am the sum of the numbers on 3
coins. What number could I be?
What I will try to avoid
WE WILL Start discussions around what big ideas are Share the brilliant teaching happening in our classrooms Look at what is ‘needed’ in math classrooms Discuss expectations of learners
WE WILL NOT Have time to get into specific big ideas in the math
strands If Time Permits
Take a look at the mathematical processes as BIG IDEAS behind TEACHING the outcomes
All In Hopes That We Create a PLC that will meet throughout the year
Agenda
What are Big Ideas? These are ideas that underpin a great number
of problems, concepts, or ideas that we want students to learn.
A big idea is NOT a topic like fractions, but might be an idea like a fraction only makes sense if you know the whole of which it is a fraction.
Some people use language like “key concepts” or “enduring understandings”.
7
Making Big Ideas Explicit We cannot assume that students will see the
big ideas if we do not bring them to the student’s attention.
Many we do not know what the big ideas in a lesson are, even if they know the lesson goal. This is the WHY ARE WE TEACHING THIS?
8
Provide an Internal Map of the subject Interconnections, importance
Helping Interpret Curriculum Assess the attention or emphasis required to
achieve outcome
Avoids looking at outcomes as a checklist of concepts or skills to accomplish
What Teaching to Big Ideas Means
Basis to look critically at lessons and activities
Big Ideas are not meant to be implicit, rather EXPLICIT
Instruction & Assessment are planned around big ideas
What Teaching to Big Ideas Means
i.e. Estimate & measure length, height and distance using non-standard units
What does this outcome mean to you? What are the big ideas? Working with nonstandard units helps
describe the same object with diff measurements
Any measurement can be determined in a variety of ways
The choice of units affects the numerical value of the measurement
So What do I Mean?
Table Talk: As a group you will have approximately 10 minutes to answer the following:
What skills do students need to have in order to be successful in math?
Big Ideas of Math vs Big Ideas of Math Learner
Debrief: Key Words
How do we grow, assess and evaluate _____?
What does _____ look like?
What does _____ sound like?
Do we have rubrics? Checklists or assessment tools we can share? Collaboratively create?
So if we believe what we say…
Break?
Placemat Activity Create a placemat with as many
sides as you have members
Each participant will record three different numbers that describe them in some way
GO!
Placemat Activity As a group, choose one number from
each section so that the chosen numbers have something in common (mathematical or contextual)
Choose a speaker who will share what your middle number are and how you came up with your middle category
What direction? The driving force behind learning
can be boiled down to ten common “needs”. These student needs are identified by Sfard (2003) and must be present if effective learning is to take place.
Need for Meaning Learners look for order, logic, causal
dependencies behind things, events, and experiences.
Because the need for meaning motivates us to learn, instruction that focuses on it is more effective than instruction that ignores this need.
Abbott and Ryan (1999) describe learning as an active process in which an individual assimilates new facts and experiences into a pre-existing web of knowledge and understanding.
Need for Structure The need for structure follows from the need for
meaning. Meaning involves relations among concepts, not just concepts as such. Understanding of these concepts requires the ability to see structure from the relations among concepts.
If understanding means seeing structure, then the connections between concepts already learned and new concepts being introduced must be an integral part of the curriculum and instruction.
Such connections must include not only real-world
applications and relevance, but also assistance in building mathematical abstractions, so students can see how the results can be transferred from one context to another (Wu, 1997).
Need for Repetitive Action A person who has created meaning and structure
for a mathematical concept is aware of a repetitive, constant structure of certain actions. He is able to think and speak about the process as an object whose inner structures do not have to be remembered each time one deals with it.
A reasonable level of mastery of basic skills is an important element in constructing mathematics knowledge (Fuson & Briars, 1990; Fuson & Kwon, 1992; Hiebert & Wearne, 1996; Siegler, 2003; Stevenson & Stigler, 1992).
Need for Difficulty True learning implies coping with
difficulties.
The goal of learning is to advance a student from abilities he now possesses to those he has not yet developed. The best way to accomplish this is to present the student with tasks beyond his present developmental level but within his zone of proximal development (ZPD). Tasks must be demanding, but still within reach of the student.
Need for Relevance and Significance Significance is the ability to understand
and appreciate the place and importance of what is to be learned
Significance means linking new knowledge to existing knowledge, so again stresses the importance of helping students build connections.
Recent research has shown that people tend to do significantly better in applying mathematics to real-life problems than in attempting to deal with the same mathematical content in the context of typical school problems (Nunes, Schlieman, & Carraher, 1993; Saxe, 1991; Schlieman & Carraher, 1996).
Need for Social Interaction There is an inherent social nature to learning and
making meaning. The most obvious forms are student-teacher or
student-student exchanges, but even interaction with a textbook is a form of social interaction (Sfard, 2003).
Cooperative learning is another form of learning interaction that does not have the teacher in the central role. It has become popular because of research findings suggesting positive effects on student achievement of collective effort (O'Connor, 1998; Siegler, 2003; Webb, 1991; Webb & Farivar, 1994)
Need for Symbolic-Verbal Interaction
Interaction in learning means communication, and communication means using both language (speech) and symbols (written language as well as special mathematics symbols) to convey thoughts.
If mathematics learning is to take place in an interactive setting, students must be encouraged to “talk” mathematics. Research shows that classroom discussion provides many learning opportunities (Ball, 1991;Cobb, Wood, & Yackel, 1991, 1993; Lampert, 1990; Schoenfeld, 1996).
The role of the teacher is particularly important. For the discourse to be effective, students must be taught to communicate mathematically.
Need for Well-Defined Discourse Refers to all communication practices
of the classroom - both written and verbal.
Need for Belonging Learning by participation requires one to
be a part of a learning community.
Implications for mathematics education: Students need to feel respected and free to speak their mind in the classroom.
However, the extent to which students value belonging to a mathematical community is influenced by the value given to mathematics by the wider community culture (Comiti & Ball, 1996).
Need for Balance To meet learners’ many varied needs, the
pedagogy must be varied and rich in possibilities.
It does not imply that old and new are mutually exclusive. For instance, the profound constructivist views of the learner building his or her own knowledge sometimes become trivialized into “teaching by telling”.
Balance individual and cooperative learning opportunities along with problem solving and basic skills acquisition.
The reality is that there must be a bit of everything in the classroom: problem solving as well as skills practice, teamwork as well as individual learning and teacher exposition, real-life problems as well as abstract problems, learning by talking as well a silent learning (Sfard, 2003).
So what are we really trying to achieve?
Our goal should be to have every student become mathematically literate!
How has what we talked about today resonate with you, your experience, and your students?
Be prepared to share some of your Big Ideas
Table Talk
In Summary Math really is not a set of tiny little pieces. It is a
connected whole.
It is our job to help our students see those connections.
We have to focus in, therefore, on the big ideas, but we also have to ask open and directed questions and be explicit.
32
Please complete the evalution found at:
http://cesdsummerinstitute.wikispaces.com/
Tackle Big Ideas Strand-by-Strand this year?
Next Steps
MATHEMATICAL PROCESSES
It’s the HOW we teach
1. 2. 3. 4. 5. 6. 7.
What are the Mathematical Processes?
KINDERGARTEN Number Patterns & Relations Shape & Space Statistics & Probability Total Per Strand
Communication [C] 4 2 2
No Outcomes at this Grade Level
8
Connections [CN] 5 2 3 10
Mental Math & Estimation [ME] 2 0 0 2
Problem Solving [PS] 0 2 3 5
Reasoning [R] 2 1 2 5
Visualization [V] 5 2 3 10
Technology [T] 0 0 0 0
Total Per Process 18 9 13 40
Process Breakdown
Process BreakdownGRADE ONE Number Patterns & Relations Shape & Space Statistics &
Probability Total Per Strand
Communication [C] 10 5 3
No Outcomes at this Grade Level
18
Connections [CN] 9 4 4 17
Mental Math & Estimation [ME] 8 0 0 8
Problem Solving [PS] 4 2 2 8
Reasoning [R] 7 4 2 13
Visualization [V] 10 5 4 19
Technology [T] 0 0 0 0
Total Per Process 48 20 15 83
Process BreakdownGRADE TWO Number Patterns & Relations Shape & Space Statistics &
Probability Total Per Strand
Communication [C] 10 5 9 2 26
Connections [CN] 8 5 7 2 22
Mental Math & Estimation [ME] 5 0 3 0 8
Problem Solving [PS] 4 2 1 2 9
Reasoning [R] 9 5 9 1 24
Visualization [V] 5 5 8 2 20
Technology [T] 0 0 0 0 0
Total Per Process 41 22 37 9 109
Process BreakdownGRADE THREE Number Patterns & Relations Shape & Space Statistics &
Probability Total Per Strand
Communication [C] 12 4 6 2 24
Connections [CN] 11 4 6 1 22
Mental Math & Estimation [ME] 8 0 4 0 12
Problem Solving [PS] 8 3 5 2 18
Reasoning [R] 11 4 7 1 23
Visualization [V] 9 4 6 2 21
Technology [T] 0 0 0 0 0
Total Per Process 59 19 34 8 120
Mathematical Processes
[C] Communication
[CN]Connections
[ME]Mental Mathematics and Estimation
[PS]Problem Solving
[R]Reasoning
[T]Technology
[V]Visualization
Philosophy is Constructivism
Mathematical Processes & Curriculum As a table group….
Choose an outcome from an agreed grade level
On the chart paper come up with an activity or activities that would support each process of your outcome.
Be prepared to share with the large group.
The Seven Math Processes
Communication Connections Mental Math and Estimation Problem Solving Reasoning Technology Visualization
The Seven Math Processes
Communication Connections Mental Math and Estimation Problem Solving Reasoning Technology Visualization
Mental Math and Estimation
35 – 16 = 92 – 56 =1001 – 692
=
Use mental math to find these differences.As you solve each question, keep track of the processes you are using.
Grade 3: NumberDescribe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as:• taking the subtrahend to the nearest multiple of ten and then compensating• thinking of addition• using doubles.[C, ME, PS, R, V]Grade 4: Number
Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions (limited to 3 and 4-digit numerals) by:• using personal strategies for adding and subtracting• estimating sums and differences• solving problems involving addition and subtraction.[C, CN, ME, PS, R]
Mental Math & Estimation
Mental Math and EstimationTypes of Calculations Used in Everyday Life
• 200 volunteers recorded all computation over a 24-hour period
• 84.6% involved some form of mental math• Only 11.1% involved a written component• Almost 60% of all calculations required only an estimate
rather than an exact answer
What mathematics do adults really do in everyday life?- Northcote, M., & McIntosh, M. (1999)
Mental mathematics is the cornerstone of all estimation processes
0 1
Draw a number line like this one.Place the fractions 3/8 and 4/7 on the number line.Explain to a partner how you decided where to place each fraction.
Mental Math and Estimation
Benchmarks and ReferentsBenchmark: something (for example a number) that serves as a reference to which something else (another number) may be compared.
Glossary: Alberta Online Guide
• Place given numerals on a number line with benchmarks 0, 5, 10 and 20• Order a given set of decimals by placing them on a number line that contains benchmarks, 0.0, 0.5, 1.0.
• Using 0, ½ , 1 to compare and order fractions• Estimate the quotient of two given positive fractions and compare the estimate to whole number benchmarks
• Estimate the square root of a given number that is not a perfect square using the roots of perfect squares as benchmarks.
Benchmarks and Referents
Referent: a personal item that is used to estimate.
• Known quantities: five-frame ten-frame• Using 10 and 100 as a referent for estimating quantities• Real-life referents for measurement units: cm, m, mm, g, kg, mL, L, cm2, m2, cm3, m3, minute, hour
1 mm is about the thickness of a dime1 L is like the small milk container50 g is the mass of a chocolate bar
To estimate the length of my eraser, I use my referent for a cm, the width of my baby finger, and mentally iterate it.
“ME” In Your Curriculum…Kindergarten – 2 (Number)Grade One – 8 (Number)Grade Two – 8 (Number/S&S)Grade Three – 12 (Number/S&S) Grade Four – 6 (N/S&S)
Mental Math and Estimation
Mathematical Processes
Determine the surface area of:• right rectangular prisms• right triangular prisms• right cylindersto solve problems.[C, CN, PS, R, V]
COMMUNICATION CONNECTIONS PROBLEM_SOLVING REASONING VISUALIZATION
Grade 8: Shape and Space (Measurement) Outcome #3
What processes are embedded in this outcome?
Analyzing the Processes
Learning through problem solving should be the focus of mathematics at all grade levels.
- Alberta Program of Studies
Analyzing the ProcessesProblem Solving
Math Processes: Visualization
Visualization “involves thinking in pictures and images and the ability to perceive, transform and recreate different aspects of the visual-spatial world.”
- Thomas Armstrong
Are these two shapes congruent?
Visualization is fostered through the use of concrete materials, technology and a variety of visual representations.
- Alberta Program of Studies
Math Processes: Visualization
What are some activities you use to focus on the Math processes?
In Summary Math really is not a set of tiny little pieces. It is a
connected whole.
It is our job to help our students see those connections.
We have to focus in, therefore, on the big ideas, but we also have to ask open and directed questions and be explicit.
57
Please complete the evalution found at:
http://cesdsummerinstitute.wikispaces.com/
Tackle Big Ideas Strand-by-Strand this year?
Next Steps