Parent Math Night Feb Beginning the Dialogue

AGENDA Welcome and Introductions History of Math Reform Link to Brain Based Learning What are you Teaching My Child (video) Classroom Lesson How to Help at Home Q and A

A History Lesson NCTM (National Council of Teachers of Mathematics) Standards 1989, 2000 –Learn to value mathematics –Become confident in their ability to do mathematics –Become mathematical problem solvers –Learn to communicate mathematics –Learn to reason mathematically

Supporting Rational The elephant in the room. International studies (TIMSS). Barth, 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!

Change to Curriculum Western Canadian Protocol for Collaboration in Basic Education, released in June Emphasis on developing “conceptual understanding” through a problem solving approach. Change in instructional practice mandated. Huge leap for many classroom teachers. PD, AISI and SDP focus for many schools.

Van de Walle University in Richmond, Virginia. Published Elementary and Middle School Mathematics; Teaching developmentally, Link with current brain research and “constructivist learning” practices.

Current Brain Research and Impact on Teaching

How the brain works The brain is a network of connected ideas and understandings, similar to a box full of electrical cords.

The brain does not save all information it receives. Bits of information that stand alone, without any connections to other pieces of information, will be swept away.

We use the ideas we already have (blue dots) to construct a new idea (red dots), developing in the process a network of connections between ideas. The more ideas used and the more connections made, the better we understand. (Van de Walle, 2001)

Understanding Understanding can be defined as a measure of the quality and quantity of connections that are made between a new idea and existing knowledge.

The brain is constantly looking for and making connections. Because the learner is constantly searching for connections on many levels, educators need to orchestrate the experiences from which learners extract understanding.... Brain research establishes and confirms that multiple complex and concrete experiences are essential for meaningful learning and teaching (Caine and Caine, 1991, p. 5).

Actively working with math helps students to make the connections that are necessary for understanding. Mathematical understandings cannot be “poured into” a passive learner. Each student must make their own connections.

Students should be encouraged to wrestle with new ideas, to search for appropriate connections within their own network. Students need to ask themselves, “How does this fit with what I already know?” in order to make these connections. Once connections have been made, the knowledge becomes a permanent part of the students’ tool kit.

Constructivist Approach Creates the environment necessary for students to find and make connections between current knowledge and understandings and new ideas.

Students complete worksheets. All students use the same strategies. Students work alone on math questions. Traditional vs. Constructivist Students solve problems. Students create personal strategies for problem solving. Students work in pairs or small groups, sharing ideas and discussing solutions.

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

PRIME Research Professional Resources and Instruction for Mathematics Educators. Dr. Marian Small (University of New Brunswick) “Developmental” nature of mathematics.

Present New Program of Studies, (optional implementation Gr, 1, 4, 7 Sept. 2007) “Personal strategies” Ongoing PD, AISI and SDP work Resource requirements and funding: E.g. “Manipulatives”, texts, AISI, Casino. Assessment implications. Learning curve for all.

Video What Are You Teaching My Child? Marilyn Burns. Multiple award winning educator. Dedicated to the improvement of mathematics instruction for 40 years.

Classroom Experience Personal Strategies Communication Constructivist approach Developmental nature of mathematics Hands on opportunity Level of student engagement

Helping At Home Be aware of what changes are occurring and why. Be positive about mathematics. Communicate by asking your child to explain their thinking or to teach you. Be accepting of their strategy and encourage multiple approaches. Allow students to develop and use alternative algorithms before introducing the more conventional methods.

Helping at Home Con’t Be prepared for and supportive of different kinds of homework than what you experienced. Encourage problem solving, reasoning, communication and the use of technology. Using efficient strategies to learn facts is better than “premature drill”. Time spent helping students at the thinking stage is repaid at the memorization stage.

Helping at Home con’t Find math in every day situations –Estimate the cost of dinner. –How much change you get back at the store? –How many km to the store? –Measuring ingredients. –Estimate area of the table. –How many pizzas to cover the table? –Dividing up cookie on the plate.

Helping at Home Con’t Make up math question in the car. –If Pat scored 2 goals in every soccer game and there were 10 games in the season, How many goals were scored? (Hint, use people you know and animated examples) Play card games and dice games. Have your own manipulative at home and make up questions. Use toys, marbles, rocks, coins etc. Explore math related websites together

Helping at Home con’t Online resources (follow these links) -Parents -CBE Library -Elementary -Math

Remember, support homework — don’t do it!

Q and A Concerns and Myths –Basic Skills are not important. –Teachers won’t answer student questions. –What about Jr. High. –They seem to be “playing” a lot in class.

In a Nutshell How to think vs. What to think Visit our Web site and School Newsletter for ongoing updates and information. Feed back sheet. Thank you for coming!