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MIAA 360: Enhancing Math Understanding

This professional development outline aims to: 1) heighten teachers' awareness of the difference between procedural knowledge and conceptual understanding in mathematics; 2) deepen teachers' conceptual understanding of selected mathematical ideas; and 3) develop strategies for teaching mathematics for understanding. The day includes teachers reading an article on conceptual understanding, proving mathematical formulas using manipulatives to build their own understanding, presenting their proofs to classmates, and reflecting on how conceptual teaching could benefit students. They then plan conceptual math lessons and reflect on how the experience impacted their views of teaching mathematics conceptually versus procedurally.

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202 views2 pages

MIAA 360: Enhancing Math Understanding

This professional development outline aims to: 1) heighten teachers' awareness of the difference between procedural knowledge and conceptual understanding in mathematics; 2) deepen teachers' conceptual understanding of selected mathematical ideas; and 3) develop strategies for teaching mathematics for understanding. The day includes teachers reading an article on conceptual understanding, proving mathematical formulas using manipulatives to build their own understanding, presenting their proofs to classmates, and reflecting on how conceptual teaching could benefit students. They then plan conceptual math lessons and reflect on how the experience impacted their views of teaching mathematics conceptually versus procedurally.

Uploaded by

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

MIAA 360

Professional Development Outline


Prove It!
8th Grade CCSS
Amy Schmerer
Goals:
Teachers will heightentheirawarenessofthedifferencebetweenprocedural
knowledgeandconceptualunderstanding
Teachersdeepentheirunderstandingofselectedmathematicalideasforwhich
theymighthavehadonlyproceduralknowledgeanddevelopstrategiestheycan
usetoteachforunderstandingintheirownclassrooms
Teacherstodeepentheirconceptualknowledgeofmathematicssotheyinturn
canhelpchildrenlearnwithunderstanding
Preparation and Materials:
Facilitator:
Yarn
Scissors
Rulers
Calculators
Various cylindrical objects
Chart paper
Markers
Tape
Cardboard squares of varying dimensions
Graph paper
Copies of the article, Prove It!
Article link: [Link]
Participant:
Laptop
Teachers guide for a unit of math study
Time:
8:30-8:45

Task:
Welcome and Purpose:
Welcome and Introduction
Review goals of the professional development

8:45-9:15

Prove It!
Read the article Prove It!

Discuss article with table group


Table groups share out with class something they learned from the
article

9:15-10:00

Prove It!
Teachersaredividedintogroupswiththetaskofprovingaknown
procedureorformulausingmanipulatives,picturesandwords.
TeachersprovethePythagoreanTheoremusingTriSquare
method(8.G.6,8.G.7)
Teachersprove todeepentheirconceptualunderstandingand
thensolvearealworldproblempackagingproblemforvolumeof
acylinder(8.G.9)
Teachersprovey=mx+busingsimilartriangles([Link].6)
Groupsprepareapresentationforclassonhowtheyprovedtheir
formulaandwhattheymayhavelearnedfromhavingtoproveit.

10:00-10:15

BREAK

10:15-10:30

Prove It!
Finish working on your presentation

10:30-11:15

Debrief:
Groups present and model their proofs to the class
Share out any a-has.

11:15-11:30

Teachers write a reflection answering:


How has your thinking changed after the experience of proving a
formula.
How would your students benefit from building their own
conceptual understanding rather than memorizing a theorem or
algorithm?
Teachers share their reflections with their table group

11:30-12:30

LUNCH

12:30-2:15

Grade Level/Span Planning Time


Teachers work in teams to research and develop a conceptual math
lessons for an 8th grade level topic from CCSS

2:15-2:30

Reflect/Evaluate
Howhasyourunderstandingofthedifferencebetweenprocedural
knowledgeandconceptualunderstandingchangedyourthinkingabout
teachingmathematics?

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