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1 Parent Math Night

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2 Goals for the Meeting Inform about changes to the math curriculum Model classroom organization and environment Model ‘Constructivist’ or ‘Problem-Based Learning’ in mathematics Provide tips for parents to support learning at home Provide supporting research and articles

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3 Agenda Introduction/Welcome/Goals Activity # 1 - Blast From the Past Activity # 2 - Math Through the Years Activity # 3 - Let’s Do Some Math Brain Pyramid How the Brain Works Activity # 4 – Represent ’12’ Discussion/Questions/Wrap-Up

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4 Activity # 1 – Free-Time Activities What activities and games does your child engage in? What types of activities and games did you engage in when you were the same age?

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5 Activity # 2 Brainstorm in your group, what a typical math classroom environment was like when you were a child Children process knowledge differently – they are ‘digital natives’ Children come with different background experiences than we did, as learners The role of the ‘teacher’ has changed in the learning process “The person who is doing the ‘talking’, ‘writing’, ‘word processing’ is the person who is doing the learning.” Pat Wolfe Educator/Writer

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6 Quote from Roland Barth “Learning by Heart” Jan. 2004 In 1950, children graduated from high school knowing 75% of what they would need to know to be successful in the world. In the year 2000, the estimate is that graduates of our schools leave knowing perhaps 2% of what they will need to know in the years ahead because 98% is not yet known and is still to come! What relevance does this have to our education system?

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7 WNCP (Western/Northern Canadian Protocol) One of the learning outcomes from the new math curriculum states, “Using a personal strategy...” (found in grades 2, 3, 4 – Developing Number Sense)

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8 Activity # 3 – Let’s do Some Math 53 – 28 Solve this problem without using paper and pencil Reflect on the mental process that you used Represent your thinking on paper Share your representation

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10 “It’s not how smart you are, but how you are smart” Howard Gardner, Harvard University, Researcher

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11 Learning Pyramid: Average Retention after 24 Hours Audiovisual Practice by doing Discussion Teaching others Reading Demonstration Lecture (Tell) 5% 10% 20% 30% 50% 75% 90% Try to match the ‘Teaching Style’ to the percentage retained.

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David Sousa: “How the Brain Learns” Teach Others: Immediate Use of Learning Practice by Doing Discussion Group Demonstration Audiovisual Reading Lecture (Tell) 5% 10% 20% 30% 50% 75% 90% Average Retention Rate after 24 hours

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13 Activity # 4 Represent ‘12’ in as many ways as possible.

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15 How do I help at home? Be positive Make math fun Ask questions like,“How do you know?” Honour multiple ways of solving problems – traditional algorithms are only one way of computation Ask your child real-life problems when you are driving, shopping, cooking... Using money – making change, adding coins Ask if your child can show you in another way. Playing games – Cribbage, chess, counting board games, puzzles, brain teasers Realize struggle is, at times, the bridge to understanding.

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16 “Involvement is an essential element.” You are one of your child’s most valuable resources. We applaud your continued efforts to stay involved and learn about ways to support your child’s mathematical development. Together, with families, educators can provide all students with the highest quality of mathematics education.

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17 Wrap-Up Games with Manipulatives Articles for parents Questions

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18 Biographies Marilyn Burns http://www.mathsolutions.com/ David Sousa http://www.brainconnection.com/gen/?main=conf/nov 00/sousa-int Roland Barth http://www.edutopia.org/php/people.php?id=C51639 4 Howard Gardner http://www.infed.org/thinkers/gardner.htm John Van de Walle http://www.bctf.bc.ca/bcamt/nw2003/John_VandeWa lle_bio.htm Marc Prensky http://www.marcprensky.com/ Pat Wolfe http://www.patwolfe.com/index.php?pid=99

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