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

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

Reflection and Feedback Agenda !/? Card

Survey

One Up One Down

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

Don’t forget to reflect…

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)

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

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

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

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

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

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

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

“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)

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

Lunch

Student Engagement Strategies Chapter 9 Discussion

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

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 Email Karen a copy of completed Accessibility Framework and your reflection on the lesson Set Coaching Date via email