Transcript Getting Math out of the Textbook and into the Classroom: A

Making Math more Meaningful:
A Workshop for Exploring
Numeracy and Hands-On
Geometry
2013 COABE LAPCAE Conference
March 25, 2013
Presenters
Rebecca Strom
Amy Vickers
ABE/College-Prep Math Instructor Teacher / GED PD grant
coordinator
Adult Basic Education
Minneapolis Adult Education
Mankato, MN
Minneapolis, MN
MN Numeracy Initiative
Participant - year 3
Advisory Team member - year 2
MN Numeracy Initiative
Participant - year 3
Advisory Team member - year 3
[email protected]
[email protected]
OBJECTIVES
You will..
be introduced to the Components of
Numeracy and be given related resources
for additional reading and professional
development.
•
explore conceptual understanding
through hands-on activities.
•
DEFINITION OF NUMERACY
The type of math skills needed to
function in everyday life, in the home,
workplace and community. (-Sandra Kerka)
THREE COMPONENTS OF NUMERACY
(ADAPTED FROM THE COMPONENTS OF NUMERACY, BY GINSBURG, MANLY AND
SCHMITT)
Context- the use and purpose for which an adult takes on
a task with mathematical demands
• Content- the mathematical knowledge that is necessary
for the tasks confronted
• Number and operations sense
• Patterns, functions, and algebra
• Measurement and shape
• Data, statistics and probability
•Cognitive and Affective- the processes that enable an
individual to solve problems, and thereby, link the content
and context
•
THE LEVELS OF KNOWING MATH
MAHESH SHARMA
•Intuitive:
Introduce every new fact as an extension of something the
student already knows.
•Concrete:
Present every new fact through a concrete model.
•Pictorial:
Present the facts through the use of pictures
•Abstract:
Record the new fact in symbolic form
•Application:
Ask students to apply the concept to a real-life situation
•Communication:
students
Ask students to convey their knowledge to other
CONCEPTUAL UNDERSTANDING
“A rich understanding of the
mathematical ideas or concepts involved so
as to be able to make sense of the problem”.
(Ginsburg, Manly, and Schmitt)
A HANDS-ON APPROACH TO
CONCEPTUAL UNDERSTANDING
Four operations
• Perimeter
• Area
• Volume
• Circles
• Pythagorean Theorem
•
OPEN-ENDED WORD PROBLEMS
Example: There is a rectangular garden
with a perimeter of 40 feet. It has a fence
that is three feet tall.
Extension activity
• Assessment
• Warm-up activity
• Appropriate for multi-level classes
•
CONNECTIONS TO THE 2014 GED
TEST
Students will need a rich conceptual
understanding of the basic geometric
concepts
• The basic formulas are not listed on the
formula sheet
• Each item may include several concepts
and layers of complexity
•
THANK YOU!
•
Minnesota Numeracy Initiative
www.atlasabe.org/professional/math-and-numeracy
•
ProLiteracy / World Education
www.professionalstudiesae.org/home/