Taupaki School Maths For Parents

1. Taupaki School Maths For Parents Wednesday 17th September 2008 Len Cooper Len Cooper Mathematics Education Consultant Auckland l.cooper@ihug.co.nz

2. A Maths activity • Add the 3 digits together • Choose 3 different single digit numbers • 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! Len Cooper Mathematics Education Consultant Auckland l.cooper@ihug.co.nz

3. Numeracy To be numerate is to have the ability and inclination to use mathematics effectively - at home, at work and in the community Len Cooper Mathematics Education Consultant Auckland l.cooper@ihug.co.nz

4. NEW Math Knowledge & Strategies Existing Math Knowledge & Strategies Materials‘Real situations’ Verbalising Imaging “Visualising” Noticing Number Properties Diagram after Pirie-Kieran The Teaching Model Len Cooper Mathematics Education Consultant Auckland l.cooper@ihug.co.nz

5. These create new knowledge through use and fluency These provide the foundation for Arithmetic Number We see that Number has two major parts Skills or Knowledge Thinking or Strategies Len Cooper Mathematics Education Consultant Auckland l.cooper@ihug.co.nz

6. Advanced Proportional Advanced Multiplicative Advanced Additive Early Additive Part - Whole Advanced Counting Counting from one by imaging Counting from one on materials One to one counting Emergent Counting The Number Framework Len Cooper Mathematics Education Consultant Auckland l.cooper@ihug.co.nz

7. Goals • To developmultiple 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. Len Cooper Mathematics Education Consultant Auckland l.cooper@ihug.co.nz

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

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

10. FIVE SIGNS OF DYSCALCULIA?The Dominion Post | Tuesday, 15 April 2008 Have you always had trouble with fast recall of basic addition or multiplication? (e.g. 8+7=?, 7x6=?) Did you struggle to learn maths as a child, even in primary school, and despite extra help? 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? Len Cooper Mathematics Education Consultant Auckland l.cooper@ihug.co.nz

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

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

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

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

15. What can I do? • 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. • Play maths games at home, practicing and reviewing concepts in different ways. Len Cooper Mathematics Education Consultant Auckland l.cooper@ihug.co.nz

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

17. Take time to: • Play maths games and puzzles • Find out exactly what they did in maths at school today • Visit maths displays - Mathex, MOTAT “From abacus to the internet” Len Cooper Mathematics Education Consultant Auckland l.cooper@ihug.co.nz

18. Buy them maths books, puzzles, games software, for their birthdays • The Number Devil Hans Magnus Enzensberger, • Fibonacci’s Cows Ray Galvin • Numbers Up, software • CD’s from Alega.se (Sweden) available from fammath@ihug.co.nz Len Cooper Mathematics Education Consultant Auckland l.cooper@ihug.co.nz

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

20. Dice Roll Numbers < < Len Cooper Mathematics Education Consultant Auckland l.cooper@ihug.co.nz

21. Two Dice Sums Len Cooper Mathematics Education Consultant Auckland l.cooper@ihug.co.nz

22. Four sums in a row Len Cooper Mathematics Education Consultant Auckland l.cooper@ihug.co.nz

23. Interesting Nine • Reverse the digits • Find the difference • Write down any two digit number • Divide this number by nine • What do you notice? Try with other starting numbers Len Cooper Mathematics Education Consultant Auckland l.cooper@ihug.co.nz

24. Target 31 Len Cooper Mathematics Education Consultant Auckland l.cooper@ihug.co.nz

25. 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. Digital roots, Number

26. Let the Magician Do his work! • Circle a NON-ZERO digit • 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! Digital roots, Number

27. How does he do it? • How does it work? • Will it work for 3 digit numbers? • Will it work for 5 digit numbers? Digital roots, Number