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Cecile CarltonNH DOE Mathematics Coach
Goals for Math SessionMath ContentDevelopment/refinement of the Learning
ProgressionsLevels: Emergent, Beginning, Transition,
Intermediate, Advanced Teaching Strategies/Teacher’s RoleStudent PerformanceResources
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Math Learning Progressions
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Math Learning Progressions
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Sample LP from Understanding Rational Numbers
Math Learning Progression
4 A] whole numbers 0-20, andB] 1/2 as fair share
and A1] compares two collections deciding how much bigger or smaller and A2] demonstrates that to count a collection each object must be touched or 'included' exactly once as the numbers are said, A3] the numbers must be said once and always in the conventional order, and A4] the last number said tells 'how many' in the whole collection, it does not describe the last object touched. (counting principles)B1] shares a quantity (1-20) of objects evenly.
M:N&O:K:2 (A)
(5 SU's)
3 A] whole numbers 0-12, andB] 1/2 as fair share
and A1] compares different collections based on magnitude (bigger, smaller, same) and A2] indicates if a change to a quantity will make it bigger, smaller, or stay the same. (A focus on quantity versus size. )B1] shares a quantity (1-12) of objects evenly.
NCTM Focal Points KM:N&O:K:1
(3 SU's)
2 whole numbers 1-10 and 1] distinguishes numerals from other written symbols (e.g. ordinal numbers), 2] uses number names to count, and 3] recalls the sequence of number names
NCTM Focal Points: K Numbers & Operations (A)NCTM Research * (B)(3 SU's)
1 whole numbers 1-6 and 1] know at a glance [or at a touch] how many are in small collections (subitize), and 2] attach correct number names to such collections.
NCTM Research * (A)(2 SU's)
Tower Stem ->
Challenge Level Types of Rational Numbers Comparisons and relationships of rational numbers Coding Alignment
EMERGENT
(
K
)
Entry Point
Using models, explanations, or other representations student demonstrates conceptual understanding of …
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Defining Math Challenge LevelsEmergent
Beginning
Transitional
Intermediate
Advanced
Social understanding of mathematics – i.e. they count in order to please
Active – construct, modify, and integrate math ideas
Extend ability to compute additively – multiplicative reasoning emerges – develops fluency
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Challenge LevelsIntermediate
Advanced
Conjectures and verifies – comprehends cause and effect, abstract reasoning and generalizing increases
More complex, algebraic expressions, new geometric perspectives, new ways to analyze data. Focus on using understanding of mathematics to solve problems.
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Sample Teaching Strategies For Operations
Teaching OperationsAddition and Subtraction Structures
•Join problems•Separate problems•Part-part-whole problems•Compare problems
Problem difficultyComputational and semantic forms of equations
See K-12 Mathematics New Hampshire Curriculum Framework June 2006 ( p.41)
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Student PerformanceObserve Brandi – conceptual understanding of numbers developed through use of manipulatives, written expressions and explanations.
Is she demonstrating conceptual understanding? What evidence did you see?
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Using Video Evidence• Have video focused on student’s interactions with materials• Should be able to see/hear student in a pre-questioning exchange such
as:• How are you thinking about this problem?• How would you solve this problem? What do you think you need to
solve this problem?• Do you have an estimate? Does that estimate make sense – explain
why?• Show student engaged in solving the problem (Don’t say what the
student should say – have the student make the connections)• Post questioning could include:
• How did you solve/think through the problem at hand?• Does your answer make sense?• How close was your estimate/ (and or ideas about possible solution)?• Is there another way you can show/solve the problem? Why or why
not?• Watch for ways student responds to make connections and expand
conceptual understanding (are they connecting to previous learning?)• Accuracy of solution as well as process is assessed.
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Suggested ResourcesFirst Steps in Mathematics Number Volumes 1
and 2. ISBN 0-9759986-8-4 www.stepspd.org Elementary and Middle School Mathematics
Teaching Developmentally. 7th edition / John A. Van de Walle, Karen S. Karp, Jennifer M. Bay-Williams ISBN-13: 978-0-205-573523-3 www.pearsonhighered.com
Doing What Works – Research-based education practices online http://dww.ed.gov
National Council of Mathematics Illuminations http://illuminations.nctm.org/
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Alternate Assessment Coaches:Allyson Vignola – [email protected] Cote – [email protected] Carlton NH DOE Math [email protected]
NH Department of Education:Gaye Fedorchak – [email protected]
Contact Info
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