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Misunderstood Minds http://www.pbs.org/wgbh/misunderstoodmi nds/ 1

Author: kelly-taylor

Post on 26-Dec-2015




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  • Misunderstood Minds http://www.pbs.org/wgbh/misunderstoodminds/ 1
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  • Misunderstood Minds Continued What Can Stand in the Way of a Students Mathematical Development? 2
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  • 1. Incomplete Mastery of Number Facts 2. Computational Weakness 3. Difficulty Transferring Knowledge 4. Making Connections 5. Incomplete Understanding of the Language of Math 6. Difficulty Comprehending the Visual and Spatial Aspects and Perceptual Difficulties 3
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  • Incomplete Mastery of Number Facts Basic computations such as 9 + 3 = 12 or 4 x 6=24 Recalling these facts quickly allows student to approach more advanced mathematical thinkingif they cannot do quicklythey are bogged down by simple calculations 4
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  • Computational Weakness Student may have good understanding of math concepts, but are inconsistent with computing They make errors by misreading signs or symbols, or may not write numerals clearly enough or in the right column 5
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  • Difficulty Transferring Knowledge Inability to connect abstract or conceptual concepts of math with reality. Understand what symbols represent in the physical world and how easily a child will remember a concept. This is where hands on activities can help! 6
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  • Making Connections Some students have difficulty making meaningful connections with mathematical experiences. For example symbols in algebra and what they really mean? 7
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  • Incomplete Understanding of the Language of Math These students may also have difficulty with reading, writing and speaking. They may only hear math terminology in a math class with little application. Understanding of verbal, and written word problems may be difficult for these students. 8
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  • Difficulty Comprehending Visual and Spatial Aspects/Perceptual Difficulties This student has the inability to visualize math concepts. An example could be to determine what shape will result when a 3-D figure is rotated? 9
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  • What Can I Do? Identify and discuss the childs strengths and interests? Demystify math? Teach basic concepts using concrete objects such as manipulatives? Provide special paper or materials such as graph paper? Model each problem or procedure? 10
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  • General Ideas? Use cooperative math problem solving activities? Provide time for checking work and correcting work? Connect mathematical concepts for familiar situations such as measuring everyones hand connect to real world that they can relate to? Help children apply math concepts, for example to buy something they want that may be on sale? 11
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  • Memory Provide a strategy to a child and observe to see if working, may have to try several? Incorporate technology, such as spreadsheet software? Practice/teach strategies to remember basic math facts? Use a math notebook to write down rules or math vocabulary?...Graphic Organizer 12
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  • Memory Have students practice subskills and record their progress? Teach math in many modes Gardners multiple intelligences? Use games to enhance working memory? Review patterns for complex visual designs? 13
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  • Language Focus on information provided in word problems Choose strategies that suit the childs learning style Encourage children to verbalize the problem in their own words Teach math vocabulary Identify key terms for them, include new vocabulary in their math notebook, have them highlight or underline key words 14
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  • Language Provide a model for a problem, work through it, ask questions and verbalize your thinking Have children identify topics that they are interested in Build a foundation for multi-step problems, one step equations first before two step equations, etc. 15
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  • Language Have children isolate steps for multi-step problems Complete each step on paper Reduce data on page to reduce being overwhelmed Have children solve problems with pictures, tables, anything that helps them understand the problem Provide calculators, computers, templates, manipulatives, tools for geometric figures, etc. 16