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Enhancing Understanding of Children’s Mathematical Proficiency through Collaborative Assessments

In this class session, educators will practice making assertions about children's mathematical skills based on evidence gathered during previous sessions. Working in grade-level groups, participants will discuss and share insights on children's performance, forming generalizations about their understanding and strategies. The session will introduce base ten blocks to explore number relationships, guiding teachers in analyzing student work and adjusting impressions based on observed patterns. Collaborative activities will enhance understanding, leading to better instructional practices.

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Enhancing Understanding of Children’s Mathematical Proficiency through Collaborative Assessments

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Presentation Transcript

  1. Overview of Class #6 • Practice making assertions about children’s mathematical proficiency • Work in grade level groups to discuss children’s performance in the sessions • Share tentative generalizations about children of particular ages • Introduction to base ten blocks

  2. Making Assertions • Examine evidence repeatedly and look for patterns--seek examples that help you know about the student’s mathematical proficiency • Look for conflicting or other evidence that might lead you to modify your impression • Formulate a clear, detailed statement about something about the child’s understanding, skill, strategies, reasoning, dispositions • Back up the assertion with specific examples to substantiate the claim

  3. Grade Level Groups • Take turns (divide time equally) • Describe session with student, questions used • Share one assertion and evidence; get help, revise • Develop short list of patterns or variability among students at this level to share with class

  4. Grade Level Groups • K/1: Aimee, Julie, Katie, Monica, Melanie, Steffany • 2: Allison, Dana, Laura, Liz • 3: Jessica, Kari, Megan, Meghan • 4/5: Beej, Maran, Meredith, Scott • 6: Andrea, Julia, Lindsey

  5. Base Ten Blocks • Trading model • Highlights geometry of number and number relationships • Little cube, rod, flat, big cube • Micro-, mini-, super-, mega- as prefixes for extending the blocks • Unit can change • Expensive • Flexible across K - 8 and beyond

  6. Try Modeling Carefully with Base Ten Blocks: 826 502 +537 - 198

  7. Wrap Up • Assignments • Collect notebooks (first 7 people) • Comment cards? HAVE A GREAT FALL BREAK!!!

  8. Assignments for Next Week: • Reading – Van de Walle (Ch. 12, Whole Number Place Value Development) • might help to read this before doing your Project #1 write- up • Reflect in your notebook about what you learned from working in your grade level group today • Final write-up for Project #1 • consult evaluation criteria • Bring student work samples to class next week • 3 or 4 different students’ work on the same mathematics task

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