Tech Tools for Enhancing the Standards For Mathematical

PracticeMACE 2014

Jennifer GatzInstructional Coach

SJSD Twitter @jenngatzPinterest: jenngatzjennifer.gatz@gmail.comhttps://todaysmeet.com/TechMPS

Kahoot It-

Getting to Know the Math Practice Standards

https://kahoot.it

8687

Web or App Based

Presentation Resources - LiveBinder

http://goo.gl/LA5c5m

Standards for Mathematical Practice

Mathematically Proficient Students…

1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

Math Sense Making(In every lesson)

All SMPs will not be demonstrated with every math exercise, but multiple standards should be evident in every mathematics lesson.

Understanding the Math Practice Standards

● Illustrative Mathematics● Scholastic A Guide to the 8 Mathematical

Practice Standards ● Read Tennessee ● North Carolina Unpacking of Standards

The Standards for [Student] Mathematical Practice

What are the verbs that illustrate the student actions of each mathematical

practice?

Mathematical Practice #3: Construct viable arguments and critique the reasoning of others

Mathematically proficient students:• understand and use stated assumptions, definitions, and previously established results in constructing arguments.

• make conjectures and build a logical progression of statements to explore the truth of their conjectures.

• analyze situations by breaking them into cases, and can recognize and use counterexamples.

• justify their conclusions, communicate them to others, and respond to the arguments of others.

• reason inductively about data, making plausible arguments that take into account the context from which the data arose.

• compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is.

• construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades.

• determine domains to which an argument applies.

• listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Blooms Where do the verbsthat describe the actionsof mathematically proficient studentsfall on Blooms Taxonomy?

It’s not about the Technology...Educational researchers and practitioners alike assert that the potential of new technologies for learning is likely to be found not in the technologies themselves but in the way in which these technologies are used as tools for learning (Means & Olson, 1995; Owston, 1997; Valdez et al., 1999).

Very little mention of technology in CCSM.Technology is a tool for learning!

Things to ConsiderDoes the math tech tool:● foster understanding of core curriculum

content ● allow for practice of curriculum or skills of

value● Create evidence of the students

understandingYou don't have to bring in an elephant to teach the color grey. -Madeline Hunter

Using Technology to...Connect - Collaborate - Communicate- Create

Disclaimer: The following slides suggest Apps, websites and projects that could be utilized to help develop mathematically proficient students. Just because students are using that technology doesn’t mean they are becoming proficient in that math practice! This is just a starting point with the understanding that the practices aren’t isolated and that projects/activities usually support many Math Practice Standards.

Standards for [Student] Mathematical Practices

• "Not all tasks are created equal, and different tasks will provoke different levels and kinds of student thinking."

~ Stein, Smith, Henningsen, & Silver, 2000

• "The level and kind of thinking in which students engage determines what they will learn."

~ Hiebert, Carpenter, Fennema, Fuson, Wearne, Murray, Oliver, & Human 1997

Math Sense Making1. Make sense of problems and persevere in solving them. ● Inside Mathematics● Math Landing ● Math Performance Tasks

Math Sense Making 6. Attend to precisionReflex Math Moby Max Arcademics Brain GenieIXL

Learn ZillionNRich MathMotion Math Apps

Reasoning & Explaining2. Reason abstractly and quantitatively.mathreasoninginventory.org3. Construct Viable Arguments and Critique the reasoning of others.Skype - Classroom NearpodEducreations Comic Strip Creators

Modeling and Using Tools4. Model with mathematics.5. Use appropriate tools strategicallyVirtual Manipulatives & InteractivesThinking Blocks Planet Nutshell

Looking for Structure & Generalizing

7. Look for and make sense of structure.8. Look for and express regularity in repeated reasoning.iCard SortPadlet Poplet ThinglinkMath Terms

Don’t forget your iPad Camera

is a great tool!

Math Class Needs a MakeoverDan Meyer Ted Talk

https://www.youtube.com/watch?v=NWUFjb8w9Ps

My definition of a good teacher has changed from "one who explains things so well that

students understand" to "one who gets students to explain things so well that they can be

understood."

(Steven C. Reinhart, "Never say anything a kid can say!" Mathematics Teaching in the Middle School 5, 8 [2000]: 478)

Reflections

Reflections

What I learned in school may be growing increasingly obsolete today, but how I learned

to learn is what helps me keep up with the world around me. I have the study of

mathematics to thank for that.

-Richard Schaar