1. Accelerating Mathematical Achievement by Unlocking the Language of Mathematics Bill Smith Curriculum Coordinator Educational Consultant ASCD NCEA Title 1 March 2008

2. b I live and work in the world Of OfMathematics

3. And who are you?

4. But I already have so much to do! I don’t know if I can do it!

5. I’m here today as hostage?

6. How Are We Doing? Test yourself: answer True or False   1. ______________ American students are more proficient in Reading than Math.   2. ______________ Nearly 76% of K – 5 teachers prefer teaching Reading over Math.   3. ______________ Nearly two-thirds of American grade 8 students lack proficiency in Math.   4. ______________ Most states had a graduation rate of 90% or higher last year.   5. ______________ The graduation rate in 2005 was greater than in 1970.   6. ______________ Last year, 57% of 9th grade students who were not promoted to 10th grade dropped out of school.

7. Continued   7. ______________ Most states require 90 minutes of direct math instruction per day.   8. ______________ American students consistently score in the top quarter on international tests.   9. ______________ 30% of all students entering 4 year colleges last year were required to take a remedial math class.   10. _____________ The number of American students pursuing advanced math degrees has declined for each of the past three decades.   11. _____________ Nearly 60% of American doctors reported that they had difficulty with mathematics.   12. _____________ Research found that eating chocolate could improve your math performance.

8. You Do The Math Remediation Does Not Work  At grade 3 over 15% of the students receive remedial math help  At the end of grade 4 this number increases to almost 20%  By the end of grade 8 almost 2/3 of the students fail to meet grade level standards

9. What is Needed? It is not more remediation! We cannot continue to waste students’ time…teachers’ energy…and taxpayers’ money on what doesn’t work!!

10. “Insanity is doing the same thing over and over again and expecting a different result.” - Albert Einstein

11. It’s a New Mindset Acceleration of instruction. 15% are already here 15% are struggling The other 70% Now do the Math

12. Mathematics is a Journey… not a Destination

13. Direct Instruction in the Language of Mathematics is the Key to Making Change In Elementary and Middle School Math! the Key to Making Change In Elementary and Middle School Math!

14. However, mathematics truly can be a “foreign language” to many students and even to many adults.

15. For too many students, math is something learned at school and is not even spoken at home.

16. Memories of Math Instruction Tales from the MATH Jungle

17. Building student confidence in using the language of mathematics will raise achievement and conquer the Fear Factor !

18. The Math Gene Attitudes about math can and are passed from generation to generation!

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20. Teachers can compensate for academic gaps and make needed accommodations for learning styles…..but teachers can not often compensate for negative attitudes. Reflect on This

21. We need to help all children open the secret door to Mathematical Understanding.

22. And the Key to Unlocking the Math is Understanding the Language of Mathematics.

23. The Language of Mathematics is a tool for communicating and demonstrating understanding.

24. Research  All students need and can benefit from direct vocabulary instruction  What is lacking in most math classes is a systematic approach in teaching vocabulary and language  Without a solid foundation in the language of mathematics, students have increasing difficulties as they progress through the grades

25. The Challenges of the Language   Many math terms are spelled differently and have different meanings.   Then again…some words might be spelled the same and have totally different meanings.   And then, there’s a whole new world of technical terms.

26. The Top 10 Confusing Math Terms

27. The Top 10 Confusing Terms For My Students 10. Similar…like all others 9. Range…a place with cattle 8. Substitute…a new teacher to terrorize 7. Expression…what’s on your face 6. Pi…a dessert, or do you spell it desert

28. 5. Property…what I own 4. Odd…yes, I sometimes feel this way in math 3. Mean…no, my teacher is really nice 2. Compute…but I do not have a computer 1. Right Angle…you mean there is no left angle

29. And the signs can also be confusing:, ≠, ∑, √, ≈, *,( ), ≥ ≤, ∞, +, -, ÷, ×, %

30. Look at the Language As part of the mid-year assessment in a 2 nd grade class, the teacher asked the students to “write the first 4 even, whole numbers in order”. One student wrote 0, 6, 8, 9. When the teacher asked this student to look it over he changed the answer…adding 10 to the list. What was his reasoning?

31. Processing the Language Takes Time   Teaching vocabulary using a systematic approach is a powerful tool for student achievement   It takes time and practice   Model, clarify, and reinforce the language Marzano and Pickering 2005

32. Reflect on this statement: Many of us have mastered “street math” and retain little of our “school math.” Think, Pair, Share

33. Could it be the way we learned mathematics?

34. Math is Alive & Kicking

35. The answer is 24. What is the question?

37.  Children are learning their math facts differently. investigating how facts relate to each other investigating how facts relate to each other developing patterns developing patterns applying number strategies applying number strategies  Children will be doing more than arithmetic.  Children will be striving to achieve high goals.  Children will be actively involved in doing mathematics.

38.  Children will be speaking and writing mathematically.  Children will be working with one another.  Children will be evaluated in a variety of ways.  Children will be using math tools to solve problems.  Children will be using technology.

39. What Great Math Teachers Do Differently Understand the Math Able to break it down Focus on the Language of the Math Make Connections Utilize Multiple Strategies Assessment and Activities

40. Math is More Than Numbers

41. Math is: logical thinking making connections solving problems communicating reasoning

42. And, the vocabulary provides a common language that can be understood by all. Student Learning Ahead

43. The Five Mathematical Food Groups Numbers & Operations Patterns Geometry MeasurementData Analysis = + + + +

44. Number Sense  understand and use numbers to communicate mathematically  represent and classify numbers  use operations and demonstrate how they relate to one another  compute fluently  solve problems  make reasonable estimates Activity Fun With Numbers

45. Having Fun With Money Below are ten occupations and a list of money. Match the amount of money to the appropriate occupations. Below are ten occupations and a list of money. Match the amount of money to the appropriate occupations.  Hint: The clue is finding an amount that has something to do with the occupation.  Example: Optometrist =$20.20 What about $0.07?

46. Having Fun With Money 1.News Reporter a.$2.41 2.History Professor b.$36+$52 3.Ballerina c.$20.20 4.Sales Clerk d.$9.11 5.Piano Tunere.$7.47 6.Telephone Operatorf.$3.14 7. Financial Plannerg.$14. 92 8.Paramedich.$22 9.Jet Piloti.$4.11 10. Baker j.$401,000 Adapted from the work of Dr. Donna Knoell Adapted from the work of Dr. Donna Knoell

47. The Beauty of Math A:1 B:2 C:3 D:4 E:5 F:6 G:7 H:8 I:9 J:10 K:11 L:12 M:13 N:14 O:15 P:16 Q:17 R:18 S:19 T:20 U:21 V:22 W:23 X:24 Y:25 Z:26 Use this mathematical formula to find the following percents associated with the following terms by adding the values of each letter.   K__N__O__W__L__E__D__G__E__= %   H__A__R__D__W__O__R__K__= %   A__T__T__I__T__U__D__E__= % Find out how far the love of god will take you:   L__O__V__E__O__F__G__O__D__= %

48. Think In Smart Groups

50. Patterns, Relations & Algebra  understand and utilize patterns  use algebraic relationships  use mathematical models to solve problems  determine changes

51. What’s My Pattern? 2224262830 235917 1392781

53. Geometry  analyze and describe properties of two and three dimensional geometric shapes  develop spatial relationships  apply geometric principles to solve problems

55. Measurement  utilize appropriate units of measure for time, length, weight, area, and volume  apply appropriate techniques, tools, and formulas to determine measurements

56. Hole In One How can you cut a hole in the index card big enough to fit over your head? Remember the hole must be intact…no gluing of the ends is allowed.

57. Data Analysis and Statistics  collect, organize and display data  select and use appropriate statistical methods to analyze data  make predictions based on data  understand and apply basic concepts of probability

58. Munchkin Math!! problem solving prediction data collection measures of central tendency graphing real life experiences

59. Strong Mathability = A Balanced Program of Studies that focuses on problem solving.

60. It Is Not Alien Math!

61. guess and check work backwards look for a problem within the problem look for a pattern/sequence make a table organize a list use manipulatives to act it out No Problem – I Have a Strategy

62. Real Life Problems You have $10 to spend on your friends and yourself. How many Big Macs can you buy? You look at the Value Menu and see that small fries are $.99 and medium drinks are $.99. Use an algebraic expression to show what you buy with your $10.00. Today’s Special Big Macs $1.49 each

63. Now the adult version. You are driving in rural Maine when you notice your gas gauge. It reads between ¼ full and empty. You know that your new SUV holds 18 gallons of gas and you can go about 270 miles on a full tank. The next gas station is at Exit 108, approximately 30 miles away! Do you think you have enough fuel to make it to the gas station?

64. And Sometimes There Are No Easy Answers !

65. Let’s Do The Math! 90% of a student’s time is spent outside the classroom.

66. Parent Involvement is Essential. It’s too big a job for schools alone!

67. The ingredients: showing parents what Math really is! Recipe for Forging Family Partnerships

69. Supermarket Family Math A Fun Filled Family Learning Event

71. Objectives  to educate parents about the unique language of mathematics and the changing nature of math instruction  to promote the importance of parents as educators by strengthening the family and school partnership  to support parents in expanding their own mathematical learning  to help parents make connections between what students are doing in the classroom an d at home

72. Objectives - continued  to provide practical suggestions about specific activities that work best at home and how to use these activities  to encourage parents to model positive attitudes towards mathematical learning  to alleviate anxiety parents may associate with math as a result of their own experiences

73. A Look At the Line Up

74. Loaded with Learning Activities!

75. Math Story Hour “ You may have tangible wealth untold: Caskets of jewels and coffers of gold. Richer than I you can never be- I had a mother who read to me.” Strickland Gillilan “The Reading Mother”, Best Loved Poems of the American People

77. Objectives  engage parents, children, and staff members in a memorable math literacy experience  model using literature books to reinforce math skills  suggest techniques for integrating mathematics through literature  provide parents with resources and ideas that foster literacy experiences and promote mathematical learning in the home

78. Milk & Cookies, Then Home to Bed

79. Math Bingo Math Bingo

81. Objectives  strengthen the home-school connection  engage students, parents, and staff in an academic-based activity that is fun  familiarize parents with grade level mathematics vocabulary  put books into the hands of students

82. It’s Fun to Watch Families Learn Together

83. Benefits  parents and students learn that math can be fun  event helps strengthens the home/school connection  families enjoy a fun filled activity together  many families will recreate the activities at home and continue the learning process  community partnerships that benefit everyone are formed

84. Some students learn by doing…some learn by listening…some learn by watching. But none of them truly own something new unless they can internalize this learning.

85. The language is a powerful tool for unleashing the mathematician in each student.

86. How You Can Help All Students  Make language part of every math lesson.  Directly teach all new mathematical terms.  Scaffold language whenever needed.  Help all students to communicate their mathematical reasoning.  Help each child see that math is a important part of everyday life.

87.  Stimulate each child’s natural mathematical interest.  Keep parents informed about their child’s learning.  Promote the belief that math is fun – use investigations and games.  Provide guidance – resist the temptation to give answers.  Encourage each child to try a number of strategies to work through the mathematics.

88. Above all else – create an environment that values mathematics and model positive attitudes about math.

89. Success in tomorrow’s job market will require more than computational competence. It will require the ability to apply knowledge to solve problems and communicate mathematically. -National Research Council

90. Thank you!

91. Questions Bill Smith EDucational Xtensions™ 20 Chapel Street Pembroke, MA 02359 E-Mail Address dragginfl@aol.com 617-688-9933www.stbridgetschool.us