Day 11 - Tuesday, February 24/15

OAME Conference 2015

Dan Meyer - TED Talk about the need to reform math

Ron Lancaster - Math Trails

LET'S DO THE MATH

It is dangerous to teach decimals through money or money with decimals, because students donor make the connection that cents are fractional parts.

 How do we show the thinking?

"Win-Win Math Games" by Marilyn Burns

Four Strikes and You're Out like hangman with math equations. 

Explain Everything - app

Daniel Ansari - cognition lab website

Discalculia - Brian Butterworth - is it really a condition?

Day 10 - Saturday, February 21

LET'S DO THE MATH

1st day  - give students a bag to pick and return to. The bags are unlabelled.  Blue wins.  How do they keep track of the activity?

2nd day - display what's in the bag.  Ask students to identify the bag they used the day before and explain.

Then students are shown the original bags plus two more.  Students are asked to choose a bag now, but red wins.

Students must explain reasoning for bag choice.

3 students chose 6R/4B

4 students chose 15B/15R (The students explained that they could have chosen 10B/10R, but they wanted "more" red)

12students chose 12R/8B (They explained that 6/4 there was only a difference of 2 compared with the 12/8 split has a bigger difference i.e. 4)

Emergence - Stephen Johnson http://www.amazon.ca/Emergence-Connected-Brains-Cities-Software-ebook/dp/B008TRUBLY/ref=sr_1_2?s=books&ie=UTF8&qid=1424528623&sr=1-2&keywords=emergence

Students were thinking about additive relationship but not multiplicative or proportional reasoning.

WHY COUNTING MATTERS

In grade six, two students couldn't agree on the answer to 4 x 2 + _ = 18

We need to work on making 10 with students.

Playing games and using visuals to develop and reinforce these ideas is important.

Eyes on Math by Marian Small visuals are available online for free http://www.amazon.ca/Emergence-Connected-Brains-Cities-Software-ebook/dp/B008TRUBLY/ref=sr_1_2?s=books&ie=UTF8&qid=1424528623&sr=1-2&keywords=emergence

Math solutions.com - Marilyn Burns website free resources available (PPT prepared by staff - presentations sectio; check out reasoning for videos of students) 

Make counting strings to illustrate counting, making 10, etc.  precursor to open number line.

Children naturally decompose numbers when using bead strings and hundred charts which can lead to the thinking needed for on open number line.

What Works for Children with Mathematical Difficulties online PDF http://www.catchup.org/Portals/3/CU%20research/What%20works%20for%20children%20with%20mathematical%20difficulties%202004.pdf

STRATEGIES FOR USING AN EMPTY NUMBER LINE

Www.k-5mathteachingresources.com/empty-number-line.html

Day 9 - Tuesday, February 17

Let's do the Math!

"The Wisdom of Crowds"

3 Part Math Lesson

In the BEFORE, every student needs to respond.  It should be focused on the content you want to access in the question.  You're looking for three strategies or ideas to sequence that students can then use to solve the main problem.  5-10 mins. Can be left incomplete. The goal is to activate thinking.

In the DURING, the success criteria is the strategies/concepts you are looking for students to master.  

Day 8 - Tuesday, February 10

Why?

Are you changing the whole or the parts?

You cubed.com

"Inside the Black Box" - online article from Dylan Willams

"Mental Math". From PrinceEdward Island (google it)

How we set up our problem and the numbers we use matters.  How we set up can influence their strategy choices.  Do we want them to use pictures, ten frames, do we want to focus on how they use numbers? How you choose to record the problem criteria can influence how the problem is solved.

We need to explicitly illustrate such connections as 9+7=10+6.  How do you know?

Annotating thinking is crucial to developing number sense and the strategies they use to find their solution.  Exposing students to other thinking is also necessary to further developing their thinking and building math and mental math strategies.  Annotating with numbers and pictures may be more effective- reduce the amount of words used.

Day7- Saturday, February 7

"Let's do the math

Consolidation is NOT SHOW and TELL

Ask the others to talk about what they see and check in with the authors about their thinking.  Examine specifics and questions can pull out specific math aspects (area of a triangle related to area of a rectangle, fractional parts, shapes inside, area of triangles of same area)

OVERARCHING IDEAS IN MATHEMATICS 

composing and decomposing 

Into parts and composing into wholes

Http://Mathcoachscorner.blogspot.com

How many ways can you SHOW FIVE

5; 2+1+1+1; 3+2; 5+0; 5x1

Sort solutions by efficiency; ability to generalize the solution; how most students solved the problem.

Http://richardphillips.org.uk

MAKE A CHANGE

Use three numbers in problems.

Make ten is an important strategy - gives them a mental math strategy other than using their fingers.

Day 6 - Tuesday, February 3

POSSIBLE INDEPENDENT STUDY TOPICS 

Richard Barwell - monograph on ELL learners on EDUGAINS

CRRP in math

Real life/authentic learning experiences for students (not for us)

Liping Ma

De-colonizing Aboriginal Education in the 21st Century http://www.globalonenessproject.org/library/articles/lessos-old-language

Lisa Lunney Borden

Claudia Zaslavsky

Douglas Clements

Greg Tang - website

Book by Ann Kajander

De-colonizing Aboriginal Education in the 21st Century 

Thîrteen Moons on a Turtle's Back

Http://totemtalk.ning.com

Why calendars are bad

If we want to notice relationships between numbers, we should annotate across rather than "stacking" to make the connections explicit.

Www.Numbicon.co.nz

Learning Trajectory for Counting www.youtube.com/watch?v=.      Douglas Clements

Daniel Ansari - number assessment to identify where students are in understanding of number.  Can google him

Number Sense Routines by Jessica Shumway

We need kids to chunk numbers - as we chunk words when reading

Check van de WLle for a complete set of dot plates - need paper plates and two colours of bingo markers.

Day 5 - Saturday, January 31

FIELDS INSTITUTE FORUM

Ann Kajander - Tears, trials, and transformations: the requirement of deep teacher knowledge in mathematics education.

Teacher specific knowledge about mathematics process and specific content knowledge makes a difference in student success.

A specific connection needs to be made between the hands on to the more conceptual.

Finding an answer is not enough in teacher preparation, we need to have flexible content knowledge and be open to a variety of solutions.

"If you want to see kids thinking, you have to keep the task open."

Considering imposing a mandatory math exam for teacher candidates.

Evidence that incoming teacher candidates had virtually no conceptual understanding of elementary mathematics regardless of what curriculum experience they have.

Common content knowledge , specific content knowledge, pedagogical content knowledge.

There needs to be a shift in teacher education programs that puts more emphasis on mathematical pedagogy and content knowledge. 

Joyce Mgombelo - Rethinking the use and availaboof resources in mathematics teaching and learning 

International research and development projects- Tanzania 

Focusing on evidence based and gender sensitive mathematics teaching and learning practices

Extend our notions of resources beyond material objects to include human and cultural resources such as language and time

Learners canbe used as resource for teaching mathematics

Use the outside environment 

Have students generate problems

Yasmine Abtahi - "A quarter wouldn't be that":Mathematical tools and the emergence of ZPD

Manipulatives help learning and progress

Physical properties of tools helps develop understanding of concepts 

Researchideas.ca

Chester Weatherby - Streaming protocols for university level mathematics: The effects of placement tests on first-year calculus achievements 

Preliminary results suggest it is not an effective measure of future success for students those who met the initial criteria.

Richard Barwell - Researching language in mathematics education 

Context and experience are key.  Needs to be culturally relevant.

What restrictions does the instructor bring.

Structure of the problem

Interpretation of text

Interaction of teacher and students

Interaction is students with students

Classroom norms

Multiple languages and ways of talking

Language policy

Curriculum

Point of view interpretation (post-Structuralist)

Societal discourses of mathematical teaching and learning

Language is fluid and changing.

It can stratified and stratifying

CRRP is essential 

Discursive demands of a math lesson - multiple speaker interaction (following multiple voices, recognizing speaker); frequent clarification of meaning; raising the stakes (question answer sequence puts additional pressure)

Language tensions in a math lessons - use of mother tongue; mathematical word problems (unfamiliar contexts, ideologies); students' mathematical explanations (requirements of certain kind English)

Researcher Description- subjective, choice of the researcher 

Newspaper Reporting - framing 

We need to use a critical approach when teaching mathematics