Effective Math Instruction in the ABE Classroom Margaret Rogers OTAN

Which Number Does Not Belong? 2, 9, 18, 26

From the Top “Reasoning and sense- making belong in every math classroom every day!” -Hank Kepner, President, National Council of Teachers of Mathematics (NCTM) July 2009

From the Beginning Where are you starting? How are you organizing for math instruction? What does your data say? Where do you want to go? What do you want to do? How will you proceed?

Components of Effective Math Instruction ANN Teaching and Learning Principles  Curriculum  Learning Environment ANN Professional Development  Design  Content

ALL Skills at ALL Levels Number Data Geometry Algebra

NUMBER number concepts operations data collection using number statistics using number probability number in real life contexts

DATA collecting data analyzing data using data statistics and probability critical reading and writing data in real life and local contexts

ALGEBRA patterns and functions integers coordinate grid solving simple equations linear reasoning algebraic thinking algebra in real life contexts

GEOMETRY shapes angles perimeter, area, and volume charts and graphs spatial reasoning geometry in real life contexts

Integrated Elements Procedural fluency Conceptual understanding Ongoing sense-making Problem solving Positive attitudes

Learning Environment Build on what students already know. Value informal and alternative strategies. Honor partial solutions. Include opportunities to question, reason, solve problems, use estimation, use mental math, use technology, define goals, and let students monitor their own progress. Offer tasks in real world contexts.

Is the ABE Classroom a Mathematical World? Calculators Computers Scissors Rulers/Tape measures Volume measures Clock Graph paper Manipulatives Posters Graphs Charts Math Stations Daily Oral Math Maps Games

Instructional Strategies Use small group or whole group instruction. Use manipulatives and calculators. Use computer software and Web resources. Infuse critical thinking. Include challenging activities, games, puzzles, and mathematical brain teasers. Reflect on your own practices, and have students use metacognition. Use writing as part of math.

Toward Tomorrow What do we need?  materials  time  new strategies How will we proceed?  re-organize  place orders  join the math group on Ning  join other networks  seek mentors

What curious property does each of the following figures share?

Where does each person fit on the scatter plot on the right?

Which one should go? Jack drives a gas-guzzling SUV 15,000 miles a year. It averages 10 mpg. Jill drives an economy car the same distance. The couple wants to use less gas. They can trade Jack’s SUV for another SUV that gets 13 mpg or trade Jill’s car for a hybrid that gets 60 mpg. Which trade would save more gas? -Parade Magazine