Post on 04-Jan-2016
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Common Core Math Training
June 17-21, 2013
Some Thoughts About Teaching and Learning
Mathematics
Math Myths That Many of Our Students Believe• Boys are better at math than girls.• Math requires logic, not intuition.• Math is not creative.• It is more important to get the right answer than to
understand the problem.• It’s important to get the answer exactly right.• There is a best way to do math problems.• Some people are “math people” and others aren’t.• Mathematicians do problems quickly, in their heads.• Math requires you to memorize a lot of stuff.• Math is done by working intensely until the problem is
solved.
Math Myths Students Believe – Translated into Teenage
Thought• I’m a girl, so I can’t be
good at math. It wouldn’t be “cool”.
• I’m not Spock or a nerd, so math isn’t for me.
• Math is dry and boring!!!
• Why do I have to show my work when the teacher only marks it right or wrong?
• The calculator has nine decimal places, so I should write all of them down.
• Boys are better at math than girls.
• Math requires logic, not intuition.
• Math is not creative.
• It is more important to get the right answer than to understand the problem.
• It’s important to get the answer exactly right.
• I have to do it the teacher’s way or its wrong.
• It’s okay to be “bad” at math. I come from a long line of non-math people – its just not in my genes!
• If you can’t do math fast and in your head, you’re not smart at math.
• I have this whole list of formulas that I have to know for the test – help!!
• I’ve worked on this forever and I can’t figure it out. I must be stupid!
• There is a best way to do math problems.
• Some people are “math people” and others aren’t.
• Mathematicians do problems quickly, in their heads.
• Math requires you to memorize a lot of stuff.
• Math is done by working intensely until the problem is solved.
Math Myths Students Believe – Translated into Teenage
Thought
Math Myths Students Believe – The Response
If you don’t know how to refute these myths, then check out “Twelve Math Myths”: http://www.morton.edu/success_keys/12_Math_Myths.asp?nav_id=a0_7_1
Common Teacher Beliefs
Most teachers believe that . . .• Mathematics is essentially a vehicle to model the real
world• Ability in mathematics is innate• More than one representation should be used in
explaining a mathematical concept• Their subject area is highly sequential and static• Students should be grouped by prior academic
achievement in order to get better benefits from instruction
• Students learn in a passive manner from reacting to external forces rather than in an active manner as a producer of their own knowledge
Teaching To The Analog Brain In The Digital
World
Stand and Deliver• I have heard of the Common Core State
Standards and I have seen the document that contains them.
• I have read the Standards for Mathematical Practice.
• I have read (or at least skimmed) the Common Core Standards for the course I will be teaching (Math I, Math II, or Math III).
• I have read parts of NCDPI’s unpacking of the Common Core Standards.
• I have read all 93 pages of the Common Core State Standards for Mathematics.
Common Core Shifts
Focus
Coherence
Rigor
• Narrow• Deepen• Critical Areas
• Connections• Vertical Alignment
• Conceptual Understanding
• Procedural Skill• Application
Focus
Coherence
Rigor
• We designed sessions to be specific to each course the first half of the week
• We will model deepening with Rich Tasks and Investigations
• We chose content from Critical Areas
• We strategically embedded PLT Time so that you can reflect and make connections between what you learn in each session
• We designed Vertical Alignment Sessions to help you make connections with content
• We will focus on mathematical discourse as a means of connecting Conceptual Understanding and Procedural Skill
• We have chosen problems that model mathematics in context
• We will discuss how to assess student understanding of concepts
My Thoughts on Shifts in Common Core
Geometry Transformed
• Rotations• Reflections• Translations• Dilations
Probability & Statistics
Modeling
Algebra
Functions
Geometry
Number & Quantity
Statistics & Probability
Proof• Formal vs. Informal
• Proving Theorems vs. Proving Relationships
Spiraling of Concepts
Math Discourse
Core Plus and Core Math Tools
Stephanie Buckner, Buncombe County Schools
CMAPP 2013-14
Wrap-Up
GroupRoom
NumberMonday
PMTuesday
AMTuesday
PMWednesda
y AM
Math I Group A 2604
Assessment
Statistics in Math I
Math Discourse
Core Plus Lesson
Math I Group B 2606
Statistics in Math I
Assessment
Core Plus Lesson
Math Discourse
Math II Group A 2608
Core Plus Lesson
Assessment
Probability in Math II
Math Discourse
Math II Group B 2610
Math Discourse
Core Plus Lesson
Assessment
Probability in Math II
Math II Group C 2624
Probability in Math II
Math Discourse
Core Plus Lesson
Assessment
Math III 2626Statistics
in Math IIIMath
DiscourseAssessmen
tCore Plus
Lesson
Room Number
Thursday AM Thursday PM Friday AM
2604 Functions Functions Functions
2606Linear
FunctionsQuadratic Functions
Quadratic Functions
2608Exponential Functions
Exponential Functions
Linear Functions
2610 Proof Proof Trigonometry
2624Quadratic Functions
Statistics Statistics
2626Transformatio
ns & Technology
Transformations &
Technology
Transformations &
Technology
Reminders & Info• Sign in daily! – both AM and PM • Sign-up sheets for the Vertical Alignment sessions
will be placed in the locker bay of the 2600 hall• See Christina for sub forms• Be nice to your presenters – they have been
working hard to make this week purposeful & successful!
• Parking Lot in each room for questions & issues that may arise
• Thank Heritage folks for hosting whenever you get the opportunity
• Friday afternoon PLT session will start in the Media Center
Final ThoughtCommon Core is not just a rearrangement of the same old content standards, but a serious endeavor to redefine the way we teach and learn mathematics in the United States. So it is a journey for us all – teachers, administrators, students, and parents. And as with any journey worth taking, it will take time. So be kind to yourself, and to your students.