# How Students Learn Math Parent Presentation - March 2015.

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How Students Learn Math Parent Presentation - March 2015

Students as the Sense Makers

Disequilibrium & Learning ➢ Students need to struggle in order to learn ○ It is HOW we learn. It is HOW we learn. ➢ We need to become comfortable letting them struggle... this is HARD for us!! ➢ If we cannot be comfortable, we need to find ways to try and restrain ourselves. ➢ When we swoop in to “help” them, what message are we sending?

Why do we ask students to use PRT? ➢ Building self-efficacy: students should be the sense makers!! ■ What to do when students experience disequilibrium? ■ How much is too much? ■ Ideas for mistakes and stuck pointsmistakes and stuck points ➢ Homework might be PRT.

Types of Questions: 1.FocusingFocusing 2.AssessingAssessing 1.Funneling / advancing

PRT - What will you say?

Keep them talking... How do you know that? Can you show me how you see this? What questions do you have? Tell me more… Draw a model to show what you mean. How could you prove that to a younger student? If you did know, what would you say?

➢ Growth Mindset Praise: ○ Praise process and effort ○ “You worked really hard-I bet that feels pretty good!” ○ “This is hard AND it’s a chance to learn and grow!” ➢ Fixed Mindset Praise: ○ You’re so smart! ○ Good job, you got it right!

Solve this: PRT - private reasoning time, please Jason’s grandfather is 82 years old. His grandmother is 79 years old. How many years older is Jason’s grandfather than his grandmother?

Solve this: PRT - private reasoning time, please I have a friend who is 63. Her grandson is 5. How much older is my friend than her grandson?

Solve mentally: If Tami is 48 years old, how old will she be in 26 years?

Solve mentally: 999 turtles were put into a pond with 1,373 other turtles. How many turtles were all together in the pond?

Solve this in as many ways as you can: 24 x 57 = Parent Handout