camt key note 2015 participant slides

More Rigorous

Mathematics for -

Are We There Yet? If

Not, How Do We Get

There- Through

Equity and Pedagogy

Beatrice Moore LuchinNUMBERS Mathematics Professional

[email protected]

Beatrice Moore Luchin, Mathematics Consultant

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mailto:[email protected]

Equityand

EqualityARE NOT

synonymous


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In education, the term equity refers to

the principle of fairness.

While it is often used interchangeably with

the related principle of equality, equity

encompasses a wide variety of educational

models, programs, and strategies that may

be considered fair, but not necessarily equal.


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It is has been said that “equity is the

process; equality is the outcome,”

given that equity—what is fair and

just—may not, in the process of

educating students, reflect strict

equality—what is applied, allocated,

or distributed equally.Beatrice Moore Luchin, Mathematics

Consultant 4

Recommendation 1: Focus on planning


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• Common Misconceptions

• Common Error patterns

• Overgeneralizations


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Discussion:

How could you use this during PLC to support better planning?

Grouping practice

Auditory Tactile Kinesthetic Visual

Independentseat work

Partner work

Small group 3-5

Whole class


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modeling and developing correct mathematical thinking and reasoning

abilities


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Academic Language

distinguishes feature indicates

diagram conclusion outcome

best describes most likely primarily

enabled affect/effect determine

evidence relationship

indicated by reasonable affected

valid conclusion analyze

most accuratelyBeatrice Moore Luchin, Mathematics

Consultant 9


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Recommendation 2: Integrate Mathematical Process Standards

1A apply mathematics to problems arising in everyday life, society, and the workplace;

1B use a problem-solving model that incorporates analyzing given information,

formulating a plan or strategy, determining a solution, justifying the solution, and

evaluating the problem-solving process and the reasonableness of the solution;

1C select tools, including real objects, manipulatives, paper and pencil, and technology

as appropriate, and techniques, including mental math, estimation, and number sense

as appropriate, to solve problems;

1D communicate mathematical ideas, reasoning, and their implications using multiple

representations, including symbols, diagrams, graphs, and language as appropriate;

1E create and use representations to organize, record, and communicate mathematical

ideas;

1F analyze mathematical relationships to connect and communicate mathematical

ideas;

1G display, explain, and justify mathematical ideas and arguments using precise

mathematical language in written or oral communication.Beatrice Moore Luchin, Mathematics

Consultant 11

Recommendation 2: Integrate Mathematical Process Standards

1A apply mathematics to problems arising in everyday life, society, and the workplace;

1B use a problem-solving model that incorporates analyzing given information,

formulating a plan or strategy, determining a solution, justifying the solution, and

evaluating the problem-solving process and the reasonableness of the solution;

1C select tools, including real objects, manipulatives, paper and pencil, and technology

as appropriate, and techniques, including mental math, estimation, and number sense

as appropriate, to solve problems;

1D communicate mathematical ideas, reasoning, and their implications using multiple

representations, including symbols, diagrams, graphs, and language as appropriate;

1E create and use representations to organize, record, and communicate mathematical

ideas;

1F analyze mathematical relationships to connect and communicate mathematical

ideas;

1G display, explain, and justify mathematical ideas and arguments using precise

mathematical language in written or oral communication.Beatrice Moore Luchin, Mathematics

Consultant 12

• Ensure mathematics curriculum is based on challenging content

• Ensure that the mathematics curriculum is vertically and horizontally articulated

Recommendation 3: Alignment of ALL materials and activities to the

TEKS


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Recommendation 4: Focus on Literacy


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Integrating writing into your mathematics

classroom can be easy for you and beneficial for

your students.

Communicating about mathematics helps

strengthen student learning, which can build

deeper understanding. It provides students an

opportunity to organize their thoughts related to

the math topic, which helps clarify their thinking. Beatrice Moore Luchin, Mathematics Consultant

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Additional notes:

Term Definition How it is determined

Example

Situation where it is the appropriate measure of central tendency

Mean

Median

Mode


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base

2-d

figures

3-d

figures

exponents

logarithms

number

systems

science

homophonic

partner

sports


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Recommendation 5:


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Best practices are an inherent part of a curriculum that exemplifies the connection and relevance identified in educational research.

They interject rigor into the curriculum by developing thinking and problem-solving skills through integration and active learning.


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Recommendation 6:


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Observations Questioning

Four Corners Think Pair Share

Discussion Exit/Admit Slips

Graphic Organizers Peer/Self Assessments

Visual Representations

Kinesthetic Assessments

Individual Whiteboards

Learning/Response Logs


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http://wvde.state.wv.us/teach21/Observations.html

http://wvde.state.wv.us/teach21/Questioning.html

http://wvde.state.wv.us/teach21/FourCorners.html

http://wvde.state.wv.us/strategybank/Think-Pair-Share.html

http://wvde.state.wv.us/teach21/Discussion.html

http://wvde.state.wv.us/teach21/ExitAdmitSlips.html

http://wvde.state.wv.us/strategybank/GraphicOrganizers.html

http://wvde.state.wv.us/teach21/PeerSelfAssessments.html

http://wvde.state.wv.us/teach21/VisualRepresentations.html

http://wvde.state.wv.us/teach21/KinestheticAssessments.html

http://wvde.state.wv.us/teach21/IndividualWhiteboards.html

http://wvde.state.wv.us/teach21/LearningResponseLogs.html


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Recommendation 7: Increased Student Engagement


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Create a Culture of Explanation Instead of a Culture of the Right Answer


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Recommendation 8: Questioning Strategies


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Lower Level • What is photosynthesis?

• What is the name of the main character in the story?

• 9 × 3 = → ?

Higher Level • How is the formula for photosynthesis similar to respiration?

• Who is your favorite character in the story? Why?

• How could you simplify this equation: 9x + 27y = 153?


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Convergent vs Divergent

Examples of convergent questions:

•How many of the pilgrims who sailed on the Mayflower

survived the first winter?

•Which is smaller, 5/16 or 3/8?

•Is saltwater denser than freshwater?

Examples of divergent questions:

•What do you predict will happen?

•What can you tell me about shadows?

•What sacrifices made by settlers traveling west by covered

wagon would be most difficult for you?

•What different strategies can we use to solve the problem?Beatrice Moore Luchin, Mathematics Consultant

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Recommendation 9: Content Support


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Recommendation 10:


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parents

students

administrators


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EVERYBODYneeds a

chance and a champion


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And that champion is you!


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camt key note 2015 participant slides

Documents

mathematics consultant

planning beatrice moore

class beatrice moore

rigorous mathematics

mathematical ideas

mathematical process

mathematical relationships

precise mathematical