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Advancing Mathematics Learning: Transforming Teaching Philosophy

Explore the changing face of math instruction focusing on new roles for teachers and students, teaching for understanding, and collaborative work. Discover the Investigations Curriculum organization, learning cycle, and special features. Learn about the teacher's role in differentiating instruction and engaging all students in number, data, and geometry concepts.

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Advancing Mathematics Learning: Transforming Teaching Philosophy

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Presentation Transcript

  1. Investigations in Number, Data, and Space: Teaching Philosophy

  2. The Changing Face of Mathematics Instruction: What is different? • New roles for teachers and students • Teaching for understanding • All children can learn • Collaborative work • Alternative and multiple strategies

  3. Organization of the Investigations Curriculum • Units (2- 6 weeks) – consists of several investigations on the same/similar topics • Investigations several sessions around • A set of related problems • Math relationships – building/constructing • Games about particular mathematics • Collecting, representing and interpreting data • Sessions – structure/learning cycle • Extensions & Excursions - differentiation

  4. Learning Cycle • ENGAGE (hook; prior knowledge) • EXPLORE (hands on; experience) • EXPLAIN (term introduction) • EXTEND (yet another way) • EVALUATE (are learners getting the concept?) • If YES, … • If NO, …

  5. The Mathematics Content • Number • Data • Geometry • Change

  6. Special Features of the Investigations Curriculum • Materials • Technology • Cooperative learning and grouping • Assessment • Family connections • Review and practice • Support for Spanish-speaking students

  7. The Teacher’s Role • Observe & listen carefully to students; Understand how students are thinking • Help students articulate their thinking, verbally & in writing • Establish a classroom atmosphere in which high value is placed on thinking hard about a problem • Insist that students keep track of their work and be able to explain or show their thinking • Ask questions that push students’ mathematical thinking further • Facilitate discussions about important math ideas • Make decisions about how to modify the curriculum appropriately for individuals or groups of students

  8. Differentiating Instruction: Can we do it? • Everybody Counts (NRC, 1989) • Investigating real-life contexts • Linguistically diverse classroom • Spanish vocabulary package • Tips for linguistically diverse classroom • Family letters (in six languages) • Investigating mathematical contexts

  9. Differentiating Instruction: Process standards • Problem solving • Communication • Connections • Reasoning and proof • Representations

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