Welcome toWelcome to

Parent Parent Math NightMath Night Haslet Haslet Elementary Elementary

SchoolSchool

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 From the Agricultural Age to the Conceptual AgeConceptual Age

ATG(affluence, technology, globalization)

INDU STRIAL AGE

(factory workers)

AGR ICULTURE AGE

(farmers)

INFORMATION AGE

(knowledge workers)

CONCEPTU AL AGE

(creators and empath izers)

18th century 19th century 20th century 21st century

21st Century Learning

Education 2.0

Education 1.0

Supported Through an Adapted Reform Agenda

Enabled by Technology

21st Century Skills

21st Century Pedagogy

Achieved in Holistic Transformation

Education 3.0

Traditional Education Systems

Curriculum

Teachers

Accountability

Leadership

The Paradigm ShiftThe Paradigm ShiftCharacteristics and TrendsCharacteristics and Trends

Education 3.0:Education 3.0:Teacher Focused / Student CenteredTeacher Focused / Student Centered

Source: UNESCO ICT competency framework for teachers Team Analysis

Knowledge Acquisition > Knowledge Deepening > Knowledge Creation

How Learners Best Engage

CollaborationTechnologiesProject Work

Real World

Interdisciplinary

Teachers as Coach and Facilitator

Complex Problem Solving

Collaboration

SKILL FOCUSED TEACHING

SKILLS

CONCEPTS PROBLEM SOLVING

CONCEPTUAL FOCUSED TEACHING

PROBLEM SOLVING

CONCEPTS

SKILLS

How is the way we teach and learn How is the way we teach and learn mathematics different?mathematics different?

Memorizing rules & Memorizing rules & proceduresprocedures

Solve in a way that makes sense to the learner

Teacher – centered

Student - centered

Only one prescribed method.

Focus is on getting the right answer.

Multiple methods to solve

Focus is just as much on the reasoning as it is on getting the (or a) correct answer.Application to real-life

Solved out of context

Learning Pyramid

Teaching Others

90%

Discussion Group 50%

Demonstration

30%

Audio Visual

20%

Reading

10%

Lecture

5%

Practice By Doing

75%

(National Training Laboratories, Bethel, Maine)

(Average Learning Retention Rates)

Math Workshop ModelMath Workshop ModelOpening 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

Teaching Others

90%

Discussion Group 50%

Demonstration

30%

Audio Visual

20%

Reading

10%

Lecture

5%

Practice By Doing

75%

(National Training Laboratories, Bethel, Maine)

(Average Learning Retention Rates)

““The goal of mathematics should be The goal of mathematics should be totoproduce learners who are both produce learners who are both mathematically mathematically competentcompetent and and cconfidentonfident. This does not come from . This does not come from merely memorizing rules and merely memorizing rules and procedures, but from understanding procedures, but from understanding relationships and knowing you can relationships and knowing you can make sense of information and make sense of information and situations you encounter.”situations you encounter.”

Ruth Parker (2000)Ruth Parker (2000)

Are you able to explain how youAre you able to explain how you

found each solution?found each solution?

43 + 28

145 - 27

25 x 18

Can you solve multiple ways?

Addition StrategiesAddition Strategies43 + 28

2nd graders

1 strategy: 4 students

2 strategies: 5 students

3 strategies: 10 students

Subtraction StrategiesSubtraction Strategies 145 - 27

3rd graders

1 strategy: 1 student

2 strategies: 10 students

3 strategies: 9 students

4 strategies: 2 students

Multiplication StrategiesMultiplication Strategies25 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.

K-5 programK-5 program The middle school programs follows The middle school programs follows

the same instructional model.the same instructional model. Focuses on mathematical thinking and Focuses on mathematical thinking and

reasoning.reasoning. Does not abandon traditional learning,

just builds a conceptual understanding FIRST.

As a result of their everyday As a result of their everyday learning, students are able learning, students are able

to….to….Explore problems Explore problems in depthin depth

Find more than one way to solve a problem

Develop problem-solving

strategiesExplain their thinking

Represent their thinking using models, words and numbers

Make connections

between mathematical

ideas

Develop fluency – efficiency,

accuracy, and flexibility

Choose a variety of tools and

technology

Learn with and through each other

Connections to Future Connections to Future LearningLearning

This style of thinking directly This style of thinking directly correlates to middle school and high correlates to middle school and high school algebra.school algebra.

Algebra is about understanding Algebra is about understanding

number properties and relationships. number properties and relationships. Investigations teaching directly Investigations teaching directly supports that.supports that.

Ways to support your Ways to support your child…child…

““One of the most significant things One of the most significant things parents can do is to help their parents can do is to help their children understand the normalcy and children understand the normalcy and the the value of strugglevalue of struggle in mathematics. in mathematics. Learning math ultimately comes down Learning math ultimately comes down to one thing: the ability, and choice, to one thing: the ability, and choice, to put one’s brain around a problem – to put one’s brain around a problem – to stare past the confusion, and to stare past the confusion, and struggle forward rather than flee.”struggle forward rather than flee.”

S. Sutton (1998)S. Sutton (1998)

ResourcesResources Math strategies video link on Math strategies video link on

teachers’ websitesteachers’ websites

““What Families Can Do” articleWhat Families Can Do” article

+, -, x, / strategies packet+, -, x, / strategies packet

K-5 Number and Operations K-5 Number and Operations Overview Overview