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Putting Mathematical Practices into Action in the Primary Classroom (K-2) October 10, 2014 Catholic Educators’ Convention Presenter: Sandy P. Rath, M.A. sandyrath@outlook.com

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Goals / Outcome to develop a Mathematical Community of Learners to develop lessons that incorporate the Mathematical Practices to incorporate Catholic Identity into math lessons

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NCEA Catholic Identity Initiative Math Workshop www.edvance360.com/ncealearning

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We are a PCL I am a facilitator-you are the vessels of information!

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“A learning community does not just happen; it is created intentionally at every level of a school and organization.” Bob Lenz Founder and Chief of Innovation, Envision Education, Oakland CA

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Mathematical Community of Learners know... 1.Ideas are important no matter whose ideas they are. 2. Ideas must be shared with others in the class. 3. Trust must be established with an understanding that it is OK to make mistakes.

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Numbers All Around Us Over the years, teachers have worked hard to make reading interesting, suitable, and relatable We need to make the same effort with math Many of our students’ parents have not had a positive experience with math in school We need to be instruments of change Math needs to be fun, engaging, and relevant from Day1 Where can YOU see numbers? (You Tube) Numbers Around Us Candice Ota

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Can you find some numbers? Number Challenge

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Problem Solving Reason abstractly and quantitatively Construct viable arguments Model with math Tools Precision Make use of structure Repeated reasoning

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Mathematical Practices “If you try to do everything all the time, you end up doing nothing.”

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Standards for Mathematical Practices Describe the level of expertise educators seek from their students at each level. K-12 students will engage in mathematics through all eight Mathematical Practices.

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Changes over Time Know Know and able to do Know, understand, and able to do

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1989 Standards-based approach “The NCTM contended that standards in mathematics would: ensure that students received quality experiences in classrooms, clearly articulate math goals, and promote change in the teaching of mathematics.” As cited in, Putting Practices Into Action, O'Connell, S. & SanGiovanni, J. 2013/2

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First 4 standards focused on process and were followed by content standards. Mathematics as problem solving Mathematics as communication Mathematics as reasoning Mathematics as connections Separate standards

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Outcomes: 1.Rote memorization emphasis decrease 2.Higher level of thinking skills required (most teachers not taught/learned math that way) 3.Some teachers embraced the change and others did not know how to change or why we should change 4.Assessments incorporated more HOT problems. Teachers had to shift their teaching to prepare students.

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2000 NCTM Math needs to be a blend of content and processes. Content focused on HOT & process standards became more focused problem solving communication reasoning connections representations Embedded in content strands

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2001 – NSF & US Dept. of Ed. Strands of proficiency: Conceptual understanding Procedural fluency Strategic competence Adaptive reasoning Productive disposition

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2006 NCTM Focal Points - Critical math topics by grade level The Mathematical Practices we employ today, have evolved from the previous work of NCTM-they (NCTM), understood that Mathematical Practices provide for a deeper level of understanding and proficiency.

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Mathematical Practices 1. Make sense and persevere in solving problems 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

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2.Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning 1. Make sense and persevere in solving problems 6. Attend to precision Mathematical Practices

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Rate yourself 1-3 on each practice. Note activities you currently engage in with your students. Choose 1-2 practices to work on each quarter.

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Mathematical Community of Learners Mathematical Practices Activities I can do to develop some of the practices Questions for the group What do I think?

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Proficient Students... Have a repertoire of strategies for solving problems Represent quantities in a variety of ways Justify answer and defend their process for finding answer Model ideas using appropriate tools See flexibility of numbers Discover shortcuts

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Math Strategies 100 chart 100 chart Make a friendly number Make a friendly number

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“What the child is able to do in collaboration today he will be able to do independently tomorrow.” (L. Vygotsky) As stated in How Young Children Learn, W., Ostroff, 2012, p.51

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Endangered animals Habitats Food chain Communities Shows care for others and creation Transportation Plants we eat Social Justice

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Goals / Outcome create a Mathematical Community of Learners within my classroom incorporate the Mathematical Practices into my lessons incorporate Catholic Identity into my math lessons. I learned how I can...

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K–12 Session 4.3 Standards for Mathematical Practices Part 3: Looking for the Practices through Observation Module 1: A Closer Look at the Common Core.

K–12 Session 4.3 Standards for Mathematical Practices Part 3: Looking for the Practices through Observation Module 1: A Closer Look at the Common Core.

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