1. WHY HAS MATH CLASS CHANGED? Math Class: Then and Now Melanie Goncalves Brookville Public School

2. WELCOME TO MATH CLASS: We’re practicing addition and subtraction… Then… 1 38 13 33 +14 98 Follow these steps: 1.Add the digits in the right- hand column. 2.Record the 8 and carry the 1. 3.Then add the digits in the left-hand column. 0 1212 13 1010 -98 32 Follow these steps: 1.Take 1 from the 3, change it into a 2. Your 0 is now 10. 2.Subtract your right-hand column. 3.Take 1 from the 1, change it into a 0. Your 2 is now 12. 4.Subtract your middle column. 5.There is nothing left to subtract in your left-hand column.

3. Well…how did you do? Did you follow the steps? Did you come up with the “right” answer? Do you have any idea what the numbers represent? Can you relate to these questions at all? Could you explain what you did and why? Are you ready to do 20 more questions in the exact same way?

4. The Result… The teacher was telling the students what to do, with no explanation as to why they would do it The students were learning by rote and not engaged in their learning The math made no connections to real life The work was based on memorization, not problem-solving There was only one process, so students had no other strategy to choose from The method yielded students who really didn’t understand what they were doing, were bored, or just gave up

5. Over time… Just as the world has changed, so has our teaching. We need to prepare students for a much different future. There has been a shift in our thinking… …and we need to help students adapt.

6. The “New” Approach… Gives students the opportunity to work through problems on their own or collaboratively in groups Allows them to choose and try different strategies that work for them Is student-centred and interactive—students are engaged in their learning Makes meaningful connections to daily life Is based on problem-solving, and being able to explain the thinking behind the answer Encourages students to try, take risks, and persevere

7. WELCOME BACK TO MATH CLASS: We’re problem-solving… Now… Mrs. Kempff and Mr. DiLeo are tracking the 130 junior students who signed up for new activities this year. Activity# of Students Intramurals38 School of Rock 13 Sports teams 33 Garden Club Knitting Club 14 Mr. DiLeo thinks that about 25% of the students signed up for Garden Club, while Mrs. Kempff says it’s closer to 50%. What do you think? Show and explain.

8. What it looks like in the classroom… Actual solutions from YOUR kids Giving the numbers purpose, and posing the question in a way students can relate to, makes it meaningful for them. Here are 11 solutions to the same problem, solved using at least 5 different strategies, all chosen by the students before any formal teaching of the lesson.

9. Benefits for students Students work through lessons in three parts: Before - prior knowledge is activated During - students work their own way to solve the problem After - ideas are shared and ideas are consolidated They use strategies and manipulatives that make sense to them Students ’ build each others ’ knowledge of what strategies could work best Encourages “ mathematical talk ” and reinforcement of ideas, skills, and concepts Helps build character as students learn how to listen to and consider the ideas of others More hands on and students can come up strategy or technique that best works for them Encourages students to try, take risks, make mistakes, and move on to other strategies = perseverance It’s fun and interactive!

10. Ways you can help your child in math: Find tips and ideas in Helping your child learn math – A parent's guide Visit math websites with them Remember to encourage them to work through a problem… Stay positive, everyone can learn math! http://www.edu.gov.on.ca/eng/document/br ochure/earlymath/ http://www.mathplayground.com/ http://www.coolmath.com/ …give support, not answers What can you do?

11. Thank you!