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Take a look at how this elementary school whose teacher leaders facilitated a math book study that increases standardized math test scores tremendously!
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Teachers Supporting Teachers’ Understanding of Numbers: A Professional Development
Experiment
Kady Zavacky Sarah SiegCitrus Grove Elementary
Professional Development SchoolDeLand, FL
Mercedes Tichenor Doug MacIsaacNina B. Hollis Institute for Educational Reform
Stetson UniversityDeland, FL
2014 National Council of Teacher of Mathematics Annual Meeting & Exposition, New Orleans, LA
April 10, 2014
Volusia County Schools Stetson University
Professional Development School Partnership
Long standing - 16 years
Citrus Grove Elementary PDS Opened 2011 – Third year of operationSecond year as a PDS
School initiatives are school directed
Learning community - Mutual trust
Citrus Grove DemographicsPre K – 5 School 801 Students
56%28%
9%4% 3% White/NH
HispanicBlackAsian/PIMultiracial
ELL ESE ELL and ESE
Econ. Dis.
0%
10%
20%
30%
40%
50%
60%
70%
80%
14% 12%2%
68%
Male52%
Fe-male48%
Male
Female
Purpose• School Improvement Plan– Faculty PD in math
• PDS Network Goal–Support pre-service and in-service activities to
enhance professionalism
• School based focus area for Citrus Grove–Collaborate with Stetson University to provide PD
activities for faculty in the area of mathematics instruction
Professional Development: Spring Sessions
Young Mathematicians at Work Book Study
Format
• Hybrid Model– Face to face meetings–On-line discussion forum, task
submission, and idea networking via Edmodo
• 6 Professional Development Points
Primary Intermediate
Number Sense Number Sense
Addition & Subtraction Multiplication & Division
Topics
**Originally, we had planned on covering 3 books. Each group would have their grade-appropriate book as well as the Number
Sense Routines book.
Teacher Led Face-to-Face SessionsDecember 19 - January 30 - February 27
•Cross grade-level and subject sharing
•Collaboration of:–New Strategies–Implementation Methods
•Hands on Activities/Modeling
Online Format• used for the online discussions
• Edmodo Group was divided into two small groups.– Primary (Addition and Subtraction)
– Intermediate (Multiplication and Division)
– Cross group discussion was available in the main discussion forum
• Participants were expected to make two online contributions in between each face-to-face session.– Participants:• Write a reflection of the topic at hand. (i.e. Do I already do this?
Do I anticipate issues with using this in my classroom? What do I like? How might I use this?)• Respond to the reflections of other participants. (i.e. Tips or tricks
they learned when implementing a certain strategy, agreements, disagreements, constructive advice or questions)
Online Setup
Starting the Discussion
Online Sharing
Sample Prompt for Discussion
One of the big ideas from Chapter 1 is “Mathematizing”. “It is the questions that drive mathematics. Solving problems and
making up new ones is the essence of mathematical life”. (p. 12)
Discuss with your group what you think the difference is between mathematics and
mathematizing. What evidence of either do you see in your classroom?
Face-to-Face Activity
As Michael drove home from his visit, he began to think about the different ages in his family. He is 31, his younger brother is 29, his mother is 55, and his dad is 57. During his drive, Michael pondered a number of questions related to these ages.
Directions: With your group, solve the problems located in the
center of your table.If different group members have different ideas, use
more than one to determine which you like best.SHOW YOUR WORK!
The point? Activities such as this enlightened our teachers!
This helped us to emphasize the importance of discussion and “stretching it.”
By asking the students to explain their strategy, other students walk away from the lesson with new ideas and explanations from their peers.
Allows the educator to uncover misconceptions and correct it.
Professional Development: Summer Extension
Number Sense Routines Book Study
Number Sense Routines:
Summer PD• Built on Spring Math PD
• 30 Teacher Participants (Grades K-5)
• 4 sessions held bi-weekly over the summer break.Face-to-face discussionsHands-on activities
• 6 Professional Development
Points
Session 1
Session 2
Topic Activities
•Number Sense Routines•Visual Routines •Quick images
•Ten frames
Topic ActivitiesCounting Routines
•Count around the circle•Choral counting
Session 3
Session 4
Topic Activities
•Quantity routines- Making sense of numbers and their relationships
•Ways to make a number•Today’s number•Mental Math
Topic Activities
•Calendar and data routines- using numbers everyday
•Line plot of daily temperatures•Moon phases•Counting days in school
Let’s Get Hands-On•Quick Images examples
• Ten Frame Quiz-Quiz-Trade
http://www.edplus.canterbury.ac.nz/literacy_numeracy/maths/numdocuments/dot_card_and_ten_frame_package2005.pdf
http://www.ablongman.com/vandewalleseries/Vol_1_BLM_PDFs/V1%20All%20BLMs.pdf
Impact
• Multiple teacher-led hybrid book studies in the 2013-2014 school year.
• Student FCAT scores shows large growth. 3rd grade FCAT scores: (100% teacher participation!)• 2012 Testing Year: 35% scoring a 3 or higher.• 2013 Testing Year: 68% scoring a 3 or higher.
• Academic coaches and PD facilitators have targeted student discussion as one of the primary focuses of math instruction.
For more information contact
Kady [email protected]
Sarah [email protected]
Mercedes TichenorStetson University
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