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Collaborative Development of Math Education Strategies at Eagle Ridge Elementary with GCSU

The YES Math Academy initiative fosters a collaborative learning community between Eagle Ridge Elementary teachers and Georgia College & State University (GCSU) mathematics education professors. Over four months, teachers receive support through weekly meetings focused on enhancing mathematical pedagogy, sharing innovative teaching strategies, and improving student success rates. Activities include collaborative lesson planning, technology enhancements, and outdoor math classes, aiming to provide resources that engage diverse learners and reinforce foundational math concepts through practical applications and problem-solving techniques.

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Collaborative Development of Math Education Strategies at Eagle Ridge Elementary with GCSU

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  1. K-16 Small Learning Community Project: YES Math Academy Collaborative Eagle Ridge and GCSU

  2. Learning Community 4 elementary teachers from Eagle Ridge Elementary involved in the YES 2 mathematics education professors Weekly meetings for 4 months lasting approximately 1.5 hours

  3. Goals • Provide mathematical support to YES teachers • Share mathematical ideas and methods to enhance student learning • Increase content and pedagogical knowledge • Increase success rate in YES students under these instructors • Improve teacher preparation programs at GCSU

  4. Project Activities • Content Enhancement • Technology Enhancement – use of manipulatives • Discussion of Current Research • Collaborative lesson planning

  5. STEM Project: Graphing Football Statistics for 10 Weeks(Sept.-Dec.)

  6. Experiences at Rock Eagle Math ConferenceExemplar Problem Solving Session

  7. Rock Eagle Math in Motion Session • Why have an outdoor math classroom? • In Seven Ways of Knowing: Teaching for Multiple Intelligences, David Lazear says of Kinesthietic Intelligence found in Howard Gardner’s MultipleIntelligence theory: “Attaching a physical gesture or motion to something being learned can accelerate and deepen for it moves knowledge beyond ‘facts in the head’. It literally encodes the learning in the whole body/mind system, thus creating a greater integration and application of the knowledge with the rest of life.” • The presenters described their process of creating an outdoor math classroom in their school’s parking lot. They painted the following on the pavement: number lines, five and ten frames, graph grids, place value charts, hundreds charts, and a fact house. • K-2 Instructional Facilitator, my partner, has created Motion Mats using shower curtains and plastic tablecloths to use in trainings.

  8. Yes Teachers Become a Living Graph

  9. Rock Eagle Session onProblem Types Based on Children’s Mathematics; Cognitively Guided Instructionby Thomas P. Carpenter, Elizabeth Fennema, megan Loef Franke, Linda Levi, Susan B. Empson • Join Result Unknown (JRU) • Join change Unknown (JCU) • Join Start Unknown (JSU) • Separate Result Unknown (SRU) • Separate Change Unknown (SCU) • Separate Start Unknown (SSU) • Part-Part-Whole Whole Unknown (PPW-WU) • Part-Part-Whole Part Unknown (PPW-PU) • Compare Difference Unknown (CDU) • Compare Quantity Unknown (CQU) • Compare Referent Unknown (CRU) • Multiplication (Mult) • Measurement Division (MDiv) • Partitive Division (PDiv)

  10. Next Professional Learning Training in April Developmental Problem Solving Strategies • Direct modeling • Counting • Derived number facts • Base ten understandings • View DVD with actual students

  11. Using Rock Eagle Experiences in Professional Learning and with YES Students • Trained 3rd, 4th, and 5th grade teachers at Baldwin County’s four Elementary Schools using the text Children’s Mathematics; Cognitively Guided Instructionby Thomas P. Carpenter, Elizabeth Fennema, Megan Loef Franke, Linda Levi, Susan B. Empson Teaching Student-Centered Mathematics Grades 3-5 by John A. Van de Walle and LouAnn H. Lovin • January-April: Yes Students are investigating and representing mathematical relationships between quantities using mathematical expressions in problem-solving situations (Addition, Subtraction, Multiplication, and Division) • YES Students are being exposed to different problem types in word problem format and different solution strategies. This exposure should help students solve word problems on CRCT.

  12. Concerns • Motivation of participants • Time of day • Fatigue level • Voluntary vs. “encouraged” participation • Materials • Manipulatives not always available for use

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