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Michelle Flaming Reneé Smith This Is Your Brain on Math NCTM Regional Conference - Nashville 2009 math.essdack.org Math Snacks

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Objectives Understand how the brain works with numbers and mathematical ideas. Recognize implications of brain research for teaching and learning mathematics. Apply information on brain research to identify and develop strategies for brain-compatible mathematics instruction.

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Children and their parents often say, I cant do math! But you never hear them say, I cant do language! Why this difference?

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How the Brain Learns Mathematics Body Counts Activity Page 9

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How the Brain Learns Mathematics

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How Smart Is Your Right Foot?

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Just as phonemic awareness is a prerequisite to learning phonics and becoming a successful reader, developing number sense is a prerequisite for succeeding in mathematics.

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Math Snacks

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Temporary & Permanent Memory

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Principles of Brain- Compatible Learning Based on a model by Wayne Jennings and Joan Caulfield, 1997 Active, meaningful learning Accurate, timely feedback Safe, non-threatening environment Stimulating, varied input Page 3

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Brain Compatible Classrooms Make Math Meaningful Integrate Content Seek Connections Students Do The Work of Learning Social and Collaborative Promote Active Discussion

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Stand Up, Hand Up Pair UP Good math doesnt have to be fast. If we can explain something, we can understand it. You dont have to give a paper/pencil test to find out what kids know. What are the advantages of using manipulatives? Rehearse reflectively – What instructional strategies can we implement to support this type of practice?

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Word Problems 1. An aquarium contains 9 fish. All but 6 die. How many fish remain? 2. Billy has 6 action figures, which is 3 fewer than Joey. How many action figures does Joey have?

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The prefrontal cortex is the part of the frontal lobe that, among other things, analyzes problems and implements and controls nonroutine strategies. How the Brain Learns Mathematic s

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Math Anxiety

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Reciprocal Teaching Cooperative Learning /Group Projects //web.mac.comom khoneycuttessdack/Kevin 21st21st_Century_Collaborative_Projects.htmltml Because learning is a social act, intelligence is better applied to that which occurs among people, not what goes on inside one persons head. (Kohn, 1999)

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Storytelling Information is tied to our memories by the scripts that stories provide. (Jensen, 1999)

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McSquares & McTriangles

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Sams Deal A man named Sam bought a horse for $50. He then turned around and sold it for $60 to his brother Jake. Then he bought the horse back from Jake for $70. A week later he sold the horse again to his cousin Bob for $80. What is the financial outcome of these transactions? Did he make or lose money? How much? (Ignore cost of feed for the horse, cost of boarding, etc.)

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Using Childrens Literature Choose a book. Think about how to write story problems that connect to your math standards. Write 5 problems for your students to solve. After reading the book, students write math problems.

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Metaphors & Analogies When students connect the new to the known, they fit the new learning into their personal world. (Caine and Caine, 1994)

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Analogy Addition is to sum as multiplication is to ________________. Five is to pentagon as ________ is to octagon. Inch is to mile as _______ is to kilometer. Degree is to temperature as pound is to ___________.

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Simulations and Role Play Movement places knowledge at multiple addresses in the brain.

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Reflect, Write, Justify One of the most effective forms of reflection is journal writing. (Jensen, 2000)

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What Types of Writing Fit Math? Providing examples Story problems Predictions Definitions/Description Written explanations Comparing and Contrasting Justifying a solution or process Summary Reflective Creative R.A.F.T.(s)

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R- Role of the writer (Fraction) A- Audience (Whole Number) F- Format (Love Letter) T- Topic (Explain Relationship between the two) s-strong verb (divided) My Darling Three,I know that we have many differences. You are a whole number and I am a mere fraction. You are an integer and I am not. You are greater than one and I am only half of one. However, we are also alike, in that we are both rational numbers and can both be expressed as a fraction. All we have to do is put you over one and we are more alike than different. We can both divide our numerator by our denominator and be expressed as decimal numbers. If you will only be mine, dear three, we will never be divided other than in math class. Please be mine. Forever yours, 1/2.

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Word Splash Parallel Perpendicular Right angle Sides Vertices (angles)

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Is He Right? Kevin is convinced that the following fractions are in order from least to greatest. 1/2, 4/5, 3/10 Do you think he is correct? Justify your answer.

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Convince Me! Which is greater 2 ½ feet or 2/3 of a yard? Convince me! Which is greater: the number of sides on a hexagon or the number of angles on a pentagon? Convince me! Which is the best buy: 5 CDs for $25, 3 CDs for $10, or 10 CDs for $43? Convince me!

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Mental Math Strategies Convince Me Where Does the Decimal Point Go? 3.12 x 5.05 = x 50.5 = x 5.05 = X 5.05

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Mental Math Strategies Convince Me Knowing the whole Can you see 4/3, 3/7, 3/4 and 7/4?

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Mental Math Strategies Convince Me 1. 2,768 x 7 – 2,768 x 6 = 2. Which is a closer estimate of 31 x 82? 31 X 80 or 30 x Subtract these numbers using mental math. a. 325 – 75 = b. 208 – 46 = c. 256 – 38 =

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Pinch Cards A list of numbers is shown below ,4125,395 A. 1, , B ,4125,395 C. 5,3951, D. 2501, ,395 Which list shows the numbers ordered from least to greatest?

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Rhythm, Rhyme, Music, and Rap Music connects multiple brain sites by activating and synchronizing neurons firing patterns. (Jensen, 2001) Music trains the brain for advanced forms of thinking. (Plato)

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Brain Music

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Drawing and Artwork Researchers have used art therapy for people with brain damage because the art causes the brain to rewire itself, allowing it to make more and stronger connections. (Kolb and Whishaw, 1990)

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Visual Fractions 1/4 x 1/3 = 3 1/2 divided by 3/8 = Draw a picture to model these problems. Write a real-world problem

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Problem Solving CGI: Built on the belief that learning occurs as new knowledge is linked to existing knowledge, and teaching is most effective when instruction directly builds on what children already know.

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Visuals/Graphic Organizers Very brain compatible because they appeal to both right and left hemispheres. They are pictorial representations of linear ideas.

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Components of Measurement A B Perceptual Judgement Trasitivitive Reasoning Unit Iteration

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Principles of Brain- Compatible Learning Based on a model by Wayne Jennings and Joan Caulfield, 1997 Active, meaningful learning Accurate, timely feedback Safe, non-threatening environment Stimulating, varied input

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