Presentation on theme: "Accelerating Mathematical Achievement by Unlocking the Language of Mathematics Bill Smith Curriculum Coordinator Educational Consultant ASCD NCEA Title."— Presentation transcript:
Accelerating Mathematical Achievement by Unlocking the Language of Mathematics Bill Smith Curriculum Coordinator Educational Consultant ASCD NCEA Title 1 March 2008
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.
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.
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
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!!
“Insanity is doing the same thing over and over again and expecting a different result.” - Albert Einstein
It’s a New Mindset Acceleration of instruction. 15% are already here 15% are struggling The other 70% Now do the Math
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
We need to help all children open the secret door to Mathematical Understanding.
And the Key to Unlocking the Math is Understanding the Language of Mathematics.
The Language of Mathematics is a tool for communicating and demonstrating understanding.
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
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.
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
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
And the signs can also be confusing:, ≠, ∑, √, ≈, *,( ), ≥ ≤, ∞, +, -, ÷, ×, %
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?
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
Reflect on this statement: Many of us have mastered “street math” and retain little of our “school math.” Think, Pair, Share
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.
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.
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
Math is: logical thinking making connections solving problems communicating reasoning
And, the vocabulary provides a common language that can be understood by all. Student Learning Ahead
The Five Mathematical Food Groups Numbers & Operations Patterns Geometry MeasurementData Analysis = + + + +
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
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?
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
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__= %
Measurement utilize appropriate units of measure for time, length, weight, area, and volume apply appropriate techniques, tools, and formulas to determine measurements
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.
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
Munchkin Math!! problem solving prediction data collection measures of central tendency graphing real life experiences
Strong Mathability = A Balanced Program of Studies that focuses on problem solving.
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
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
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?
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
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
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
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
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
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
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.
The language is a powerful tool for unleashing the mathematician in each student.
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.
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.
Above all else – create an environment that values mathematics and model positive attitudes about math.
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