what to look for in a math classroom? elementary principals cadre sessions november 21, 2013 1
TRANSCRIPT
What to Look for in a Math Classroom?
Elementary Principals Cadre SessionsNovember 21, 2013
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Discuss the article with those around you.
What are some new ideas that you may have learned from the article and how will they assist you with teacher observation?
What is your impression of the importance of procedural fluency after reading this article?
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“Lo and behold, I found a lot of our students in that class had not established a basis of understanding, but had established a series of rules. ‘Why do you do this?’ I asked a student. ‘Because that’s what I was told,’ he said.”
One principal said…
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Barbara has 8 pieces of candy. Ricky has 15 pieces of candy. How many pieces of candy do they have all together?
Barbara has 8 pieces of candy. Ricky has 23 pieces of candy. How many more pieces of candy does Ricky have than Barbara?
Consider these problems…
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Barbara has 8 pieces of candy. Ricky has 15 pieces of candy. How many pieces of candy do they have all together?
Barbara has 8 pieces of candy. Ricky has 23 pieces of candy. How many more pieces of candy does Ricky have than Barbara?
Consider these problems…
Key words seem helpful, or are they….7
Barbara has 8 pieces of candy. How many more pieces of candy does she need to have 23 pieces of candy all together?
Consider this problem…
How would a child who has been conditioned to use key words solve it?
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Barbara has 8 pieces of candy. How many more pieces of candy does she need to have 23 pieces of candy all together?
Consider this problem…
How might a child reason abstractly and quantitatively to solve this problem?
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Barbara has 8 pieces of candy. How many more pieces of candy does she need to have 23 pieces of candy all together?
Consider this problem…
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“Looking for instructional strategies…is a step in the right direction for principals seeking to understand what is happening when they observe in mathematics classrooms. .”
Quote from article…
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Quote from article…
“Many principals assume that if students know basic mathematical facts and can perform basic calculations, they understand mathematics.”
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Guy Barmoha – Mathematics SupervisorJames (Duke) Chinn – Mathematics SupervisorBarbara Perez, Ph.D. - STEM Supervisor
Richard Bobinchuck – Mathematics Staff DeveloperKathryn Tobon – Mathematics Staff Developer
Instruction and InterventionsSTEM & Instructional ResourcesMath Department
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Goodbye