Transcript Welcome to Family Math Night Haslet Elementary

Welcome to
Parent
Math Night
Haslet Elementary School
Vision:
Northwest ISD
The best and most sought-after school district where
every student is future ready:
 Ready for college
 Ready for the global workplace
 Ready for personal success
From the Agricultural Age to the
Conceptual Age
ATG
(affluence, technology, globalization)
CONCEPTUAL AGE
(creators and empathizers)
INFORMATION AGE
(knowledge workers)
INDUSTRIAL AGE
(factory workers)
AGRICULTURE AGE
(farmers)
18th century
19th century
20th century
21st century
The Paradigm Shift
Characteristics and Trends
Achieved in Holistic
Transformation
Education 3.0
21st Century
Pedagogy
Education 2.0
21st
Century
Learning
Education 1.0
Traditional
Education
Systems
Curriculum
Enabled by
Technology
Teachers
Accountability
Leadership
21st Century
Skills
Supported Through an Adapted
Reform Agenda
Education 3.0:
Teacher Focused / Student Centered
How Learners Best Engage
Real World
Interdisciplinary
Project Work
Collaboration
Technologies
Collaboration
Complex Problem Solving
Teachers as Coach and Facilitator
Knowledge Acquisition > Knowledge Deepening > Knowledge Creation
Source: UNESCO ICT competency framework for teachers Team Analysis
SKILL FOCUSED TEACHING
PROBLEM
SOLVING
SKILLS
CONCEPTS
CONCEPTUAL FOCUSED
TEACHING
PROBLEM
SOLVING
CONCEPTS
SKILLS
How is the way we teach and learn mathematics different?
Only one prescribed method.
Multiple methods to solve
Focus is on getting the right
answer.
Focus is just as much on the
reasoning as it is on getting
the (or a) correct answer.
Solved out of context
Memorizing rules &
procedures
Teacher – centered
Application to real-life
Solve in a way that makes
sense to the learner
Student - centered
Learning Pyramid
Lecture
(Average Learning
Retention Rates)
5%
Reading
10%
Audio Visual
20%
Demonstration
30%
Discussion Group
50%
Practice By Doing
75%
Teaching Others
90%
(National Training Laboratories, Bethel, Maine)
Math Workshop Model
Opening Session:
~ 15 minutes
•Teacher introduces the concept, skill or problem
Work Session:
~ 30-40 minutes
•Students immerse themselves in the concept, skill or a few
related problems
•Often times students work with a partner or in a small group
•Teacher monitors students work and level of understanding
Closing Session:
~ 15 minutes
•Teacher selects a few students to share their strategies
Learning Pyramid
Lecture
(Average Learning
Retention Rates)
5%
Reading
10%
Audio Visual
20%
Demonstration
30%
Discussion Group
50%
Practice By Doing
75%
Teaching Others
90%
(National Training Laboratories, Bethel, Maine)
“The goal of mathematics should be to
produce learners who are both
mathematically competent and confident.
This does not come from merely
memorizing rules and procedures, but from
understanding relationships and knowing
you can make sense of information and
situations you encounter.”
Ruth Parker (2000)
43 + 28
145 - 27
25 x 18
Can you solve multiple ways?
Are you able to explain how you
found each solution?
Addition Strategies
43 + 28
2nd graders
1 strategy: 4 students
2 strategies: 5 students
3 strategies: 10 students
Subtraction Strategies
145 - 27
3rd graders
1 strategy: 1 student
2 strategies: 10 students
3 strategies: 9 students
4 strategies: 2 students
Multiplication Strategies
25 x 18
5th graders
1 strategy: 3 students
2 strategies: 7 students
3 strategies: 4 students
4 strategies: 5 students
5 strategies: 1 student
6 strategies: 2 students
7 students used traditional algorithm.
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K-5 program
The middle school programs follows the
same instructional model.
Focuses on mathematical thinking and
reasoning.
Does not abandon traditional learning, just
builds a conceptual understanding FIRST.
As a result of their everyday
learning, students are able to….
Explore problems
in depth
Develop fluency
– efficiency,
accuracy, and
flexibility
Choose a
variety of
tools and
technology
Make
connections
between
mathematical
ideas
Explain their
thinking
Learn with
and through
each other
Represent their
thinking using
models, words
and numbers
Develop
problemsolving
strategies
Find more than one
way to solve a
problem
Connections to Future Learning
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This style of thinking directly correlates to
middle school and high school algebra.
Algebra is about understanding number
properties and relationships. Investigations
teaching directly supports that.
Ways to support your child…
“One of the most significant things parents
can do is to help their children understand
the normalcy and the value of struggle in
mathematics. Learning math ultimately
comes down to one thing: the ability, and
choice, to put one’s brain around a
problem – to stare past the confusion, and
struggle forward rather than flee.”
S. Sutton (1998)
Resources

Math strategies video link on teachers’
websites

“What Families Can Do” article

+, -, x, / strategies packet
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K-5 Number and Operations Overview