Professional Documents
Culture Documents
Changed?
Why isnt math taught the way I learned it?
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Changing World
The top 10 in-demand jobs in 2014 did not exist in 2008.
Today's learner will have 10-14 jobs by the age of 38.
The amount of new technical information is doubling every 2
US Department of Labor
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Schooling vs Real-World
...school learning is abstract, theoretical and organized
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Learning Mathematics
Adding It Up (NRC)
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Why is understanding
mathematics so important??
A gateway to higher
mathematics?
OR
A wall blocking path for
students?
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Changing Expectations
Content of Mathematics is NOT changing.
Demonstrating and applying understanding
is
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Preconception #1:
Mathematics is about learning to compute.
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Arithmetic
the study of numbers, especially the properties of the
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WHAT IS MATH?
t
s is a b o u
c
i
t
a
m
e
t.
Math
d insigh
n
a
y
r
i
u
inq
ation is
Comput eans to an
am
(usually) end
ge and
a
u
g
n
e la
It is th gic of our d.
lo
worl
l
a
c
i
g
o
l
techno
Mathematics is a way
of thinking about,
understanding,
explaining, and
expressing
phenomena..
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The New Division of Labor: How Computers Are Creating the Next Job Market
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Rigor =____+_____+______
Conceptual Understanding
Class time and/or homework should be structured for students to practice core
functions such as single-digit multiplications
Application
Expectation that students apply math and choose the appropriate concept for
application, even when not prompted to do so
Apply math concepts in real-world situations
Mathematical modeling
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Mathematical Practices
Mathematical
practices
describe
the
habits
of
mind
of
mathematically
procient
students.
In
the
classroom,
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Reasoning
and
Explaining
Modeling
and
Using Tools
2. Reason abstractly
and quantitatively
3. Construct viable
arguments and
critique the reasoning
of others
4. Model with
mathematics
5. Use appropriate tools
strategically
Seeing
Structure and
Generalizing
7. Look for and make
use of structure
8. Look for and express
regularity in repeated
reasoning
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Preconception #2:
Mathematics is about following rules to
guarantee correct answers.
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WHERE
THE
MATHEMATICS
WORKS
Computational
& Procedural
Skills
Problem
Solving
DOING
MATH
Conceptual
Understanding
HOW
THE
MATHEMATICS
WORKS
WHY
THE
MATHEMATICS
WORKS
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Number sense??
346 + 484
43 X 37
1 x 2
62 -38
196 18
2
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Relevant Research
Students need to be able to apply
procedures flexibly. Not all computational
situations are alike. For example, applying
a standard paper- and-pencil algorithm
to find the result of every multiplication
problem is neither necessary nor
efficient. National Research Council. (2001) Adding It Up: Helping Children Learn
Mathematics J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematic Learning Study
Committee, Center for Education, Division of Behavioral and Social Sciences and Education.
Washington, DC: National Academy Press.
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Understanding
Mathematics
CONCEPTUAL UNDERSTANDING:
What a student needs to KNOW
PROCEDURAL UNDERSTANDING:
What a student needs to be able to
DO
REPRESENTATIONAL UNDERSTANDING:
How a student SHOWS what
he/she
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Concrete
DOING Stage
Abstract
SYMBOLIC Stage
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procedural knowledge
Mathematical procedures (algorithms) enable you to find
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Relevant Research
When students compute with strategies
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Reading Fluency
Efficiency
Prosody
FLUENCY
Accuracy
Fluency is the ability to read with sufficient ease and accuracy that one
can focus attention on the meaning and message of text.
Adams, 2002
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Accuracy:
Efficiency:
Student does not get
bogged down into too many steps
or lose track of logic or strategy.
(WORKING MEMORY)
A working knowledge
of number facts, combinations,
and other important number
relationships.
(AUTOMATIC RETRIEVAL)
FLUENCY
Flexibility:
Knowledge of more than
one approach to problem solve.
Allows student to choose appropriate
strategy and to double check work.
(EXECUTIVE FUNCTIONING)
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Key Fluencies
Grade
Required Fluency
Add/subtract within 5
Add/subtract within 10
Add/subtract within 20
Mul'-digit mul'plica'on
Mul'-digit division
Solve px + q = r, p(x + q) = r
Acquiring Fluency
d Di
n an
n
visio
es
tegi
a
r
t
s
tion
a
c
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mi
ultip
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1
Step
cati
tipli
l
u
li e s M
Grade 3
Build fractions from unit fractions by applying and extending previous understandings
of operations on whole numbers.
Understand decimal notation for fractions and compare decimal fractions [4.NF].
Grade 5
Compute fluently with multi-digit numbers and find common factors and multiples
[6.NS].
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Model
added in
4th grade
7
2
1
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Preconception #3:
Some people have the ability to do math and
some dont.
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A sobering thought:
There are people in this room
right now who became
convinced years ago that they
could not do math -- because
they could not do some things
that we no longer even teach
today!
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Reason
Hypothesis
Axiom of closure for addition
Axiom of additive inverses
Associative axiom of addition
Axiom of additive inverses
Substitution principle
Additive axiom of 0
Transitive property of equality
Transitive property of equality
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Grapple with ideas, ask questions and take breaks from tough problems
If you want your child to keep trying to solve a complex problem even when
they have never seen one like it before.praise effort
Ask students to explain their thinking, show their work with pictures/
Math is problem solving, not just calculationbring them into your world
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A thought
If we teach today as we taught
yesterday, we rob our children of
tomorrow.
John Dewey
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