1. Welcome Enjoy breakfast Use three post-its to answer these questions:
What does it mean to DO mathematics?
What does it mean to LEARN mathematics?
What does it mean to UNDERSTAND mathematics?
Post answers on appropriate poster
Discover patterns within the Banner Numbers

2. Success In Algebra March 22, 2013 Leitchfield, KY
Facilitated by the P12 Math and Science Outreach Unit of PIMSER, UK
Funding provided by Council on Post Secondary Ed

3. Reflection and Feedback
Agenda !/? Card

4. Survey

5. One Up One Down

6. Math Practice Standards
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning

7. Don’t forget to reflect…

8. Exploring What It Means to Know and Do Mathematics
Chapter 2 “… about the learning theory of teaching developmentally and the knowledge necessary for students to learn mathematics with understanding.” (p 13 Van de Walle)

9. What does it mean to DO mathematics?
Pages 13 – 15
What does it mean to LEARN mathematics?
Pages 19 – 23
What does it mean to UNDERSTAND mathematics?
Pages 23 – 29
An invitation to DO mathematics
Pages 15 – 19

10. Verbs of Math Compare Explain Predict Conjecture Explore Represent
Construct
Formulate
Solve
Describe
Investigate
Use
Develop
Justify
Verify

11. Classroom Environment for Doing Mathematics
Persistence, effort and concentration are important in learning mathematics
Students share their ideas
Students listen to each other
Errors or strategies that didn’t work are opportunities for learning
Students look for and discuss connections

12. Implications for Teaching Mathematics
Provide opportunities to talk about mathematics
Build in opportunities for reflective thought
Encourage multiple approaches
Engage students in productive struggle
Treat errors as opportunities for learning
Scaffold new content
Honor diversity

13. Intertwined Strands of Proficiency
Conceptual understanding: comprehension of mathematical concepts, operations, and relations
Procedural fluency: skill in carrying out procedures flexibly, accurately, efficiently, and appropriately
Strategic competence: ability to formulate, represent, and solve mathematics problems

14. Adaptive reasoning: capacity for logical thought, reflection, explanation and justification
Productive disposition: habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy

15. Connecting the Dots Between theory and practice…
Students develop their own networks of blue dots…

16. “As you … design instruction, you should constantly reflect on how to elicit prior knowledge by designing tasks that reflect the social and cultural backgrounds of students, to challenge students to think critically and creatively, and to include a comprehensive treatment of mathematics.” (p 29 Van de Walle)

17. Math Accessibility Framework
Consider the
Math
Student
Identify Barriers
Align Strategies
Plan and Implement
Evaluate and Revise as Needed
© 2012, EDC 17

18. Lunch

19. Student Engagement Strategies
Chapter 9 Discussion

20. Games to Build Fluency Revisit New Bowl-a-Fact Salute War
MangaHigh
Integer Capture

21. Feedback and Homework Turn in !/? Card
Accessibility Framework (by April 30, 2013)
Plan an accessible lesson for your focal student
Implement lesson
Reflect on lesson
Karen a copy of completed Accessibility Framework and your reflection on the lesson
Set Coaching Date via