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Making Math more Meaningful: A Workshop for Exploring Numeracy and Hands-On Geometry

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## Making Math more Meaningful: A Workshop for Exploring Numeracy and Hands-On Geometry

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**Making Math more Meaningful: A Workshop for Exploring**Numeracy and Hands-On Geometry 2013 COABE LAPCAE ConferenceMarch 25, 2013**Presenters**Rebecca Strom ABE/College-Prep Math Instructor Adult Basic Education Mankato, MN MN Numeracy Initiative Participant - year 3 Advisory Team member - year 2 rstrom1@isd77.k12.mn.us Amy Vickers Teacher / GED PD grant coordinator Minneapolis Adult Education Minneapolis, MN MN Numeracy Initiative Participant - year 3 Advisory Team member - year 3 Amy.Vickers@mpls.k12.mn.us**You will..**be introduced to the Components of Numeracy and be given related resources for additional reading and professional development. explore conceptual understanding through hands-on activities. Objectives**The type of math skills needed to function in everyday**life, in the home, workplace and community. (-Sandra Kerka) Definition of Numeracy**Context- the use and purpose for which an adult takes on a**task with mathematical demands Content- the mathematical knowledge that is necessary for the tasks confronted Number and operations sense Patterns, functions, and algebra Measurement and shape Data, statistics and probability Cognitive and Affective- the processes that enable an individual to solve problems, and thereby, link the content and context Three Components of Numeracy (Adapted from The Components of Numeracy, by Ginsburg, Manly and Schmitt)**Intuitive: Introduce every new fact as an extension of**something the student already knows. Concrete: Present every new fact through a concrete model. Pictorial: Present the facts through the use of pictures Abstract: Record the new fact in symbolic form Application: Ask students to apply the concept to a real-life situation Communication: Ask students to convey their knowledge to other students The Levels of Knowing MathMahesh Sharma**“A rich understanding of the mathematical ideas or**concepts involved so as to be able to make sense of the problem”. (Ginsburg, Manly, and Schmitt) Conceptual Understanding**Four operations**Perimeter Area Volume Circles Pythagorean Theorem A hands-on approach to conceptual understanding**Example: There is a rectangular garden with a perimeter of**40 feet. It has a fence that is three feet tall. Extension activity Assessment Warm-up activity Appropriate for multi-level classes Open-ended Word Problems**Students will need a rich conceptual understanding of the**basic geometric concepts The basic formulas are not listed on the formula sheet Each item may include several concepts and layers of complexity Connections to the 2014 GED Test**Minnesota Numeracy Initiative**www.atlasabe.org/professional/math-and-numeracy ProLiteracy / World Education www.professionalstudiesae.org/home/ Thank you!