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Professionalism and Participation in Mathematics Education

Behaviours – In Schools, In Classrooms, and Beyond - Exploring Proportional Reasoning and its impact on mathematics teaching and learning through the Intermediate and Senior divisions - Relating theories of learning to the mathematics teaching of all students

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Professionalism and Participation in Mathematics Education

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  1. Behaviours – In Schools, In Classrooms, and Beyond - Exploring Proportional Reasoning and its impact on mathematics teaching and learning through the Intermediate and Senior divisions - Relating theories of learning to the mathematics teaching of all students Practising designing, implementing and assessing programs for all learners Having the theoretical understanding and foundation necessary to design, implement and assess programs for all learners Professionalism and Participation in Mathematics Education Intermediate / Senior Mathematics Winter 2011 SESSION 5 – Jan 17, 2011

  2. What Time is It? How do you know? 2 MTMS April 2003

  3. Questions and Queries Students • Is everyone able to learn math given enough time and support? • … students across all ability levels • How do I engage students who have turned off math? Hold interest? Some hate math? • How do I anticipate their responses and get ready to respond? • Should I expect students know all the math up to the curriculum of the previous grade? • field trips? • How can I set it up so they ask the questions? Others • New math? • Making connections between multiple areas of math? • Math to self • Math to world • Math to other math Classroom Dynamics What do we say when students ask, “Why do we need this?” “How do we relate math to everyday life?”

  4. Questions and Queries Lesson plans • How to make effective lesson plans and unit plans • Make sure in the curriculum? • Should one bring outside elements into the classroom? • How do I use technology effectively in math class? • Is using tech practical? Effective? • Convince them a problem has multiple solutions? • Lesson planning • Expectations (overall, specific) • Lesson goal(s) • 3 part • Instructional strategies • Assessment for learning • Assessment as learning • Practice (assessment of learning) TIPS Grade 9 applied Unit 7 Overall / specific (before, THIS, after) • Curriculum • Is the history of curriculum development important? • Do we have freedom to deviate from the curriculum? • How has math curriculum changed since we were in school? John’s lesson Grade 10 academic Overall / specific (before, THIS, after) www.nctm.org

  5. Questions and Queries Assessment • How does one assess? • How does one evaluate? • Marking test performance? Or marking critical thinking? • Marks for homework? • Assessment and evaluation for math courses? • Knowing what to put on test? • Best way to evaluate? • Instructional Strategies • Which strategies reach students with different learning styles? • How to make learning reach all students? And fun? • How do we include different strategies into lesson plans? • Do we plan differently for academic and applied classes? • Emphasize group work – what kinds of groups?

  6. Agendas Jan 17 (2-198) – today • SUPO meeting • Professionalism and Participation • Classroom Dynamics • Proportional reasoning • Open questions • Parallel Tasks Jan 20 – Ed Commons Labs • E-portfolio • Lesson planning • Expectations (overall, specific) • Lesson goal(s) • 3 part • Instructional strategies • Assessment for learning • Assessment as learning • Practice (assessment of learning) • Teaching through the processes

  7. Agendas Jan 21 – 2-286 • Assessment and Evaluation – success criteria • Work on micro-teaching Jan 24 – Ed Commons Labs 4 & 5 • Gizmoes

  8. What else? What are we missing?

  9. Instructional Strategy www.nctm.org

  10. The SUPO Meeting Step away from the negative Attendance • http://www.oise.utoronto.ca/supo/Teacher_Candidates/index.html Policies and Procedures • http://www.oise.utoronto.ca/supo/Policies_Procedures/index.html Feedback Forms and Resources • http://www.oise.utoronto.ca/supo/Forms_Resources/index.html Checklists • LANDMINES • Talking about… • not in staffroom • not in washroom • not on telephone (publically) • not in subways • not at hockey games … • Facebook • raise privacy • - Get off for 2 mo • - use alias’

  11. Professionalism and Participation

  12. Classroom Dynamics – wiki http://oiseedu422.wikispaces.com/

  13. Classroom Behaviour

  14. Classroom Behaviour

  15. Proportional Reasoning

  16. Non-Numeric Problems that Encourage Proportional Thinking 1 2 3 4

  17. Using Ratio Tables Cat Food Problem: Kittens have to eat a special kind of food. There are two stores that sell this kind of cat food. The cans are the same size and the same brand. Which one is the better deal? Show your work. Bob 12 cans for $15.00 Maria 20 cans for $23.00

  18. Ratio Tables extended Capacity Building Series LNS, Communication in the Mathematics Classroom; Webcast Mathematics in Contexts; Cathy Fosnot, Investigating fractions, decimals, and percents: Grades 4-6. Portsmouth, NH: Heineman

  19. Which mixture is the most “orangey”? Mix A 2 parts concentrate 3 parts water Mix B 1 parts concentrate 4 parts water Mix C 4 parts concentrate 8 parts water Mix D 3 parts concentrate 5 parts water

  20. What do we value? • Examine student solutions…

  21. Thursday January 20 Education Commons • E-Portfolio • Lesson planning • Expectations • Lesson goal(s) • 3 part • Instructional strategies • Assessment for learning • Assessment as learning • Practice (ass of learning) • Teaching through the processes

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