'Park city mathematics institute' diaporamas de présentation

Cathy Kriloff Idaho State University Supported in part by NSA grant MDA904-03-1-0093

1. 4. 2. 3. 4. 1. 3. 2. 1. 4. 3. 2. Indexing regions in dihedral and dodecahedral hyperplane arrangements MAA Intermountain Sectional Meeting, March 23, 2007. Cathy Kriloff Idaho State University Supported in part by NSA grant MDA904-03-1-0093

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Reflecting on Practice: Worthwhile Tasks

Reflecting on Practice: Worthwhile Tasks. In the figure below, what fraction of the rectangle ABCD is shaded?. A. B. 1/6 1/5 1/4 1/3 e) 1/2. C. D. NCES, Grade 8, 1996. In the figure below, what fraction of the rectangle ABCD is shaded?. A. B. 1/6 (5%) 1/5 (3%) 1/4 (24%)

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Building Math in the classroom - Teaching Through Problem-Solving -

Building Math in the classroom - Teaching Through Problem-Solving -. Day 6. What we can learn from all your posters. Three triangles are similar triangles (table 1,3,4,5,6,7,10,12) Area changes (table 2, 8, 9,eM) Fold, symmetry, slope (table 11). Three triangles are similar.

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Reflecting on Practice 2012

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Reflecting on Practice 2012

Reflecting on Practice 2012. Day 5. Revisiting Week One. We began by studying questions in existing contexts, using video and transcripts. We categorized questions and examined their impact on classroom discourse. Our learning goal is to become more intentional in the questions that we ask.

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Reflecting on Practice 2012

Reflecting on Practice 2012. Day 5. Revisiting Week One. We began by studying questions in existing contexts, using video and transcripts. We categorized questions and examined their impact on classroom discourse. Our learning goal is to become more intentional in the questions that we ask.

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Session 3 Using Everyday Tasks in Rich Ways

Reflecting on Practice: Worthwhile Tasks. Session 3 Using Everyday Tasks in Rich Ways. Every single instructional day does not need to be based on a profoundly deep, rich, open task. There are places in a balanced curriculum that might be better occupied by more everyday tasks.

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Getting Started

Getting Started. Strategies to tackle problems =). By: Ariel Kramer, Naira Harutyunyan, Johnson Nguyen. P articipants will compile a list of problem solving strategies through math task and to show them a way to teach their students about problem solving strategies. Goal.

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Mathematics Teachers as Professionals

Mathematics Teachers as Professionals. Brad Findell, Past President, ASSM Suzanne Mitchell, President, NCSM. Committee on Teachers as Professionals (C- TaP ).

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Reflecting on Practice

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Table Groups

Table Groups. Sit with those that teach the same subject and/or the same level as you do today. Reflecting on Practice. Day #12. Teacher Moves . Teacher questions and other teacher moves that enhance learning. Super Teacher. Pushing and Probing Questions.

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Reflecting on Practice

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Day 2

Day 2. The Water-Flask Problem.

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Reflecting on Practice Discussions that Enable Learning

Reflecting on Practice Discussions that Enable Learning. Day 3. Respond with justification: In an isosceles triangle, a median divides the triangle into two regions of equal areas.

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Building Math in the classroom - Teaching Through Problem-Solving -

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Teachers as Professionals vs. Teaching as a Profession

Teachers as Professionals vs. Teaching as a Profession What is the body of knowledge, practice and expertise that furthers learning?. What we talk about when we talk about teaching: 1: Teachers as classroom practitioners. 2: Teachers (of math) as mathematicians.

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Teachers as Professionals vs. Teaching as a Profession

Teachers as Professionals vs. Teaching as a Profession What is the body of knowledge, practice and expertise that furthers learning?. What we talk about when we talk about teaching: 1: Teachers as classroom practitioners. 2: Teachers (of math) as mathematicians.

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Day 13

Day 13. Designing a Unit by using the idea of the open-ended approach. An example of unit using the idea of the open-ended approach Area of quadrilaterals and triangles From a Japanese fifth grade textbook. Area of quadrilaterals and triangles 14 hours (45 minutes) - about three weeks -.

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Day 13

Day 13. Designing a Unit by using the idea of the open-ended approach. An example of unit using the idea of the open-ended approach Area of quadrilaterals and triangles From a Japanese fifth grade textbook. Area of quadrilaterals and triangles 14 hours (45 minutes) - about three weeks -.

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Building Math in the classroom - Teaching Through Problem-Solving -

Building Math in the classroom - Teaching Through Problem-Solving -. Day 4. Directions for Reflections on Practice Posters. Complete and hang your poster in the third of the classroom where your table group is located, by 12 noon on Thursday, July 12 at the latest.

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