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West Hempstead Mathematics SEPTA Presentation – January 25, 2012 Anthony MurrayDirector of Mathematics/Technology.

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Presentation on theme: "West Hempstead Mathematics SEPTA Presentation – January 25, 2012 Anthony MurrayDirector of Mathematics/Technology."— Presentation transcript:

1 West Hempstead Mathematics SEPTA Presentation – January 25, 2012 Anthony MurrayDirector of Mathematics/Technology

2 What It Means to Be Mathematically Literate….. Understanding Computing Applying Reasoning Engaging What students can learn at any particular grade level depends upon what they have learned before. Hence, early deficits have enduring and devastating effects on later learning.

3 0 20 40 50 60 70 80 90 100 10% Read 20% Hear 30% See 50% See & Hear 70% Discuss 80% Experi- ence 95% Teach We Learn... William Glasser

4 Taking early action is the key to helping students struggling with mathematics

5 Early mathematics intervention can repair deficits and prevent future deficits. 2007 Meta Analysis Study Findings: Early math concepts, such as knowledge of numbers and ordinality, were the most powerful predictors of later learning. The average effect size of early language and reading skills was half the average effect size of early math skills. Early math skills are a greater predictor of later language skills, than early language and reading skills.

6 If fluent retrieval of basic facts does not develop, then the development of higher-order mathematics skills – such as multiple-digit addition and subtraction, long division, and fractions – may be severely impaired.

7 Latest in Mathematics Education: Common Core State Standards

8 The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals. The Middle School standards are robust and provide a coherent and rich preparation for High School Mathematics The High School Standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically. What students can learn at any particular grade level depends upon what they have learned before.

9 Strategic Plan: Academic Excellence Continuous Improvement Using Data Educational Equity Community Relations Educational Technology K – 12 GOALS: improve the trajectory of math achievement in all students increase literacy in Mathematics prepare students to participate in higher level mathematics classes by building a strong algebra foundation use available data to identify areas of strengths & weaknesses close the achievement gap with our ESL & Special Education sub- groups promote the use of technology to enhance instruction

10 K - 12 PLANS: Continue to use results of data analysis to target instruction to meet students’ needs. Identify and evaluate frequently missed questions on assessments & regents. Identify at risk students and develop instructional strategies to address needs. Create exams that reflect the format of state assessments and regents’ exams. Plan carefully/assess regularly.

11 K – 12 Plans Continued… Expanded opportunities should be available to English language learners and Special Education sub groups. Examine & evaluate materials and strategies being used in the classroom. Establish a set of benchmark/criteria to monitor student progress. Build opportunities for cross-grade level and cross-building articulation and curriculum development. Align our curriculum to the new CCSS.

12 The Position of the National Council of Teachers of Mathematics (NCTM): Equity in Math Education Excellence in mathematics education rests on equity—high expectations, respect, understanding, and strong support for all students.

13 What Can Stand in the Way of a Student's Mathematical Development? Incomplete Mastery of Number Facts Computational Weakness Difficulty Transferring Knowledge Incomplete Understanding of the Language of Math Difficulty Comprehending the Visual and Spatial Aspects and Perceptual Difficulties

14 Early Learners Effective Screening/Progress Monitoring Effective Interventions.  Quantity Concepts Interventions  Counting System Interventions  Number – Fact Linking Interventions

15 Learning Involves More Than Cognition The kinds of interaction and relationships we teachers have with students determine whether or not students will trust us, believe us, and accept what we offer. If we hope to reach students who are struggling, it is essential that we take into account the intangible factor that influence how they see us, themselves, and the world.

16 Teaching The pedagogical knowledge needed by teachers includes…. knowing how students learn mathematics how to build on students’ existing knowledge how can ideas be presented to students so they gain a deep understanding how students’ learning can be assessed

17 Learning Begins at Home New York State’s public schools invite you to take an active role in your child’s education at home and at school. Your involvement can lead to better attendance, higher test scores, and a greater likelihood that your child will continue on to higher education.

18 Promoting a positive attitude Parents commonly dismiss math difficulty as a normal part of life, especially if they too struggled with the subject when they were young. In the minds of many, mathematics is a subject that either comes naturally to a person or remains forever out of intellectual reach; either you get it or you don't.

19 Why is Family Involvement Important? Research supports the conclusion that parents’ attitudes toward their children’s education, and their involvement in it, have a significant impact on classroom success.

20 How Parents Can Help Talk with your child’s teacher. Be supportive throughout the year. Encourage good work habits. Present a positive attitude toward school.

21 Closing the Gaps Attitude gap – lack of motivation and the will to succeed is at the heart of most achievement gaps. Achievement Gaps Digital Divide Poverty Boys Reading Difficulties Girls Problems with Math

22 Unfortunately, the effects of math disabilities can be cumulative. Children with math disabilities stand the best chance of reaching their potential when developmental differences are dealt with promptly — before students lose confidence or develop a fear of the subject.

23 Signs of Struggle unable to recall basic math facts, procedures, rules, or formulas difficulties with handwriting that slow down written work or make it hard to read later difficulty remembering previously encountered patterns difficulties sequencing multiple steps feel overloaded when faced with a worksheet full of math exercises not able to distinguish between what is important in a math problem and what is not, particularly in word problems that include irrelevant information unable to appreciate the appropriateness or reasonableness of solutions generated difficulty interpreting and manipulating geometric configurations confused by language in word problems trouble learning or recalling specialized terms difficulty reading texts to direct their own learning difficulty remembering assigned values or definitions in specific problems difficulty laying out problems in a neat and organized manner unable to comprehend what quantities and mathematical formulas represent in the real world

24 One size does not fit all……………

25 While it is true that people can still succeed without achieving advanced competency in math, a deficiency in certain basic math skills dramatically limits a child's opportunities.

26 Conclusion Most children struggle with school at some point in their lives. The cause for struggles can be anything from a disagreement with a friend to the onset of a learning disability. The solution can be as easy as talking to your child or more complicated like having him/her tested for proper placement. Whatever you determine is your child’s problem, work closely with his/her teacher and his/her school.

27 We are trying to create a culture where we… Share Learn Create Believe Dream Enjoy Care

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