taupaki school september 17th 2008 len cooper mathematics education consultant auckland...

Taupaki School September 17th 2008

Len Cooper Mathematics Education Consultant Auckland l.cooper@ihug.co.nz

Taupaki School Maths For Parents

Wednesday 17th September 2008

Len Cooper

A Maths activity• Choose 3 different single digit numbers

• Add the 3 digits together• Use the 3 single digits to make 6 distinct

pair numbers: (If we had 1,2,3 we would get 12, 13, 23,21 etc)

• Add the 6 pairs together to get their sum

• Divide the sum of the 6 pairs by the sum of the 3 single digits. And Voila you have!

Numeracy

To be numerate is to have the ability and

inclination to use mathematics effectively -

at home, at work and in the community

NEW Math Knowledge & Strategies

Noticing Number Properties

The Teaching Model

Imaging “Visualising”

Materials ‘Real situations’

Verbalising

Diagram after Pirie-Kieran

Existing Math Knowledge & Strategies

ArithmeticNumberWe see that Number has two major parts

Skills or Knowledge

Thinking or Strategies

These provide the foundation for

These create new knowledge through use and fluency

The Number Framework

Advanced Proportional

Advanced Multiplicative

Advanced Additive

Early Additive

Part -

Advanced Counting

Counting from one by imaging

Counting from one on materials

One to one counting

Emergent Cou

• To develop multiple flexible thinking strategies

• To encourage mental and oral before written standard vertical forms

• To help students make decisions about the smartest easiest strategy to use on any given problem.

• To Challenge children to achieve, and develop a positive attitude towards learning mathematics.

“ One of the most powerful sources of evidence about student learning comes from listening to students

explain their thinking”

Assessment Standards in School Mathematics

N.C.T.M 1995

Dyslexia Dyscalculia

29/5/08 Len Cooper Mathematics Education Consultant Auckland l.cooper@ihug.co.nz

FIVE SIGNS OF DYSCALCULIA?The Dominion Post | Tuesday, 15 April 2008

Did you struggle to learn maths as a child, even in primary school, and despite extra help?

Have you always had trouble with fast recall of basic addition or multiplication? (e.g. 8+7=?, 7x6=?)

Do you find that numbers sometimes seem like meaningless symbols to you?Do you have trouble estimating, for instance, how much your supermarket shop is going to cost or about how much 236 + 564 is?Do you struggle to understand everyday numbers such as statistics in the newspaper or your financial statements?

Possible Outcomes* Children with dyscalculia fall behind early in

primary school, and may develop anxiety or a strong dislike of maths.

* In secondary school they are likely to struggle to pass maths and science courses and find their career options reduced.

* As adults they may earn less, and have difficulties managing their everyday finances.

How to help!

• Provide lots of concrete manipulatives to ensure understanding takes place before moving into the abstract concepts. This too will assist to provide strategies to visualize. When working on problem solving or word problems, provide opportunities to use real life situations or items to assist with visualization.

The Philosophy of NZ’s Numeracy Professional Development and what many of us have advocated for years

Provide opportunities to use 'pictures, words or graphs' to help with understanding. Relate all problems to a real-life situation as much as possible.

Promote a 'can do' attitude as much as possible. NEVER say, "I was no good at maths so it's no wonder you aren't good at it". Remember, with the right situations (tutoring, one to one support) and a positive attitude, everyone can do maths!

Use a fun approach for the basics. Card and computer games for mastery of the basic facts to 20 and the multiplication tables work well. 10 minutes a day can work wonders.

Provide help with the learning of maths symbols and the language of maths. For instance, think about this symbol: -It can mean to subtract, find the difference, to take away, it can be the fraction symbol, it can refer to a negative integer.Ensure that understanding is in place for all mathematical symbols.

All promoted by The Family Maths Trust

What can I do?

• Play maths games at home, practicing and reviewing concepts in different ways.

Work to "visualize" maths problems. This may mean drawing a picture or chart to help understand the problem.

Have your child look at pictures charts or graphs provided, and spend time to really understand them before moving onto solving the problem.

Work to "visualize" maths problems. This may mean drawing a picture or chart to help understand the problem.

Have your child look at pictures charts or graphs provided, and spend time to really understand them before moving onto solving the problem.

Help them to:• Memorise the knowledge their teacher

suggests is appropriate

• Ask questions about how they did their homework, not just say its right/wrong

• Be positive about maths and see it around us all the time

• Play maths games and puzzles

• Visit maths displays - Mathex, MOTAT “From abacus to the internet”

• Find out exactly what they did in maths at school today

Take time to:

• The Number Devil Hans Magnus Enzensberger,

• Fibonacci’s Cows Ray Galvin

• Buy them maths books, puzzles, games software, for their birthdays

• Numbers Up, software

• CD’s from Alega.se (Sweden) available from fammath@ihug.co.nz

5 5 5 5 5

4 4 4 4 4

3 3 3 3 3

2 2 2 2 2

1 1 1 1 1

Target

Addition

Dice Roll

Numbers

Two Dice Sums

1 2 3 4 5 6 7 8 9

10 14 8 17 13

5 12 16 15 9

18 17 11 6 12

7 4 13 9 16

11 15 18 14 10

Four sums in a row

Interesting NineWrite down any two digit numberReverse the digitsFind the differenceDivide this number by nineWhat do you notice?

Try with other starting numbers

Target 31

10/14/05Digital roots, Number

Let the Magician read your Mind!

• Write down a four digit number with all the digits different

• Write the number again but in reverse order

• Find the difference between the two numbers

• Now multiply the answer (difference) by a number between 1 & 100.

Let the Magician Do his work!

• Tell the Magician your number,(say ‘circle’ for the number with a circle), and

• The Magician will amaze you! By telling you your missing number!

• Circle a NON-ZERO digit

How does he do it?

• How does it work?

• Will it work for 3 digit numbers?

• Will it work for 5 digit numbers?

taupaki school september 17th 2008 len cooper mathematics education consultant auckland...

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