● Math
Importance of Math
“We live in a mathematical world. Mathematical
competence opens doors to productive futures.
Students have different abilities, needs, and interests.
Yet everyone needs to be able to use mathematics in
his or her personal life, in the workplace, and in further
study.”
NCTM standards
http://www.nctm.org/standards/content.aspx?id=26798
Connecting Math to the Real World
●Students need to relate their numerical
operations to real life situations
●Students should learn to choose the
operation that will fulfill the need in a problem
●Methods for solving problems: mental math,
calculator, computer, pencil and paper
Burns, Marilyn. About Teaching Mathematics: A K-8 resource. 1992 New
York. Mathematics Publications.
Mathematics and
the Real World
●Tasks to point out to students:
●Checkbook balance, shopping, tip in a
restaurant, price comparisons, mileage
on a vehicle, floor covering, wallpaper,
fence, train or bus schedules
●Students needs to develop
computation and reasoning ability
Burns, Marilyn. About Teaching Mathematics: A K-8 resource. 1992 New York.
Mathematics Publications.
Math and the real world
Knowing how your students might be thinking
3 + __=7 Student might say 10 because the + means add
35 Student adds the numbers in each column and writes
the sums
+67 under the line
912
42 When you subtract you take the smaller number from
the larger
-17
35
Common Misconceptions
Common Misconceptions
3840/12+ 32 You can drop the zero at the end of a problem
½ +1/3 = 3/5 When you add fractions, you add across the top and
bottom
2.06 When you add decimals just line up the numbers and add
+ 1.3
.38
2.57
$5.40 After you figure out the problem, bring down the decimal
x .15
$81.00
Burns, Marilyn. About Teaching Mathematics. A K-8 resource 1992 New York.
Mathematics Publications.
Misconceptions in Math
How flexible is my students’ thinking
This mental math problem was posed:
68+24
Student responses:
Student #1: 60+ 20+80
8+4+12
80+12=92
Student #2: 24-2=22
take the 2 and add it to the 68( 68+2=70)
22 +70=92
Example of student thinking
Student #3: Take the 24 and break it into smaller
pieces
24=5+5+5+5+4
Count up:
68+5=73
73+5=78
78+5=83
83+5=88
88+4=92
This illustrates that all of these students have arrived
at the same solution in a different way. Teachers
should acknowledge and encourage all students’
thinking.
Bastable,Virginia, Susan Russell and Deborah Shifter. Developing
Mathematical Ideas: Number and Operations. (1999) Parsipanny,
NJ. Dale Seymour Publications
Examples of student thinking
How can your students approach
problem solving?
●Look for a pattern
●Construct a table
●Make an organized list
●Act it out
●Draw a picture
Burns, Marilyn. About Teaching Mathematics: A K-8 resource. 1992 New York.
Mathematics Publications.
Problem solving strategies
Approaches to Problem solving
●Use objects
●Guess and check
●Work backwards
●Write a number sentence
●Make a model
Burns, Marilyn. About Teaching Mathematics: A K-8 resource. 1992 New
York. Mathematics Publications.
Problem Solving
●Engage students
●Teaches responsibility, independence and
collaboration
●Review skills that have been previously
taught
●Academic choice time strategy
●Reaches students with all learning styles and
preferences
● Math Games:Why?
●Equity. Excellence in mathematics education
requires equity—high expectations and strong
support for all students.
●Curriculum. A curriculum is more than a
collection of activities: it must be coherent,
focused on important mathematics, and well
articulated across the grades.
●Teaching. Effective mathematics teaching
requires understanding what students know
and need to learn and then challenging and
supporting them to learn it well.
Principles for School Mathematics
●Learning. Students must learn mathematics with
understanding, actively building new knowledge from
experience and prior knowledge.
●Assessment. Assessment should support the
learning of important mathematics and furnish useful
information to both teachers and students.
●Technology. Technology is essential in teaching and
learning mathematics; it influences the mathematics
that is taught and enhances students' learning.
Principles of math teaching
Strand 1-Numbers and Operations
●understand numbers, ways of representing
numbers, relationships among numbers, and
number systems;
●understand meanings of operations and how
they relate to one another;
●compute fluently and make reasonable
estimates.
NCTM standards
NCTM(National Council for
Teachers of Mathematics)
Standards
Strand 2- Algebra
●understand patterns, relations, and
functions;
●represent and analyze mathematical
situations and structures using algebraic
symbols;
●use mathematical models to represent and
understand quantitative relationships;
●analyze change in various contexts
NCTM standards
NCTM(National Council for Teachers
of Mathematics) Standards
Strand 3-Geometry
●analyze characteristics and properties of two-
and three-dimensional geometric shapes and
develop mathematical arguments about
geometric relationships;
●specify locations and describe spatial
relationships using coordinate geometry and
other representational systems;
● use symmetry to analyze mathematical
situations;
●use visualization, spatial reasoning, and
geometric modeling to solve problems.
NCTM standards
● NCTM(National Council for
Teachers of Mathematics)
Standards
Strand 4- Measurement
●understand measurable attributes of objects
and the units, systems, and processes of
measurement;
●apply appropriate techniques, tools, and
formulas to determine measurements.
NCTM standards
NCTM(National Council for
Teachers of Mathematics)
Standards
Strand 5- Probability
●formulate questions that can be addressed with
data and collect, organize, and display relevant
data to answer them;
●select and use appropriate statistical methods to
analyze data;
●develop and evaluate inferences and predictions
that are based on data;
●understand and apply basic concepts of
probability.
NCTM standards
NCTM(National Council
for Teachers of
Mathematics) Standards
Strand 6- Problem Solving
●build new mathematical knowledge through
problem solving;
●solve problems that arise in mathematics and in
other contexts;
●apply and adapt a variety of appropriate
strategies to solve problems;
●monitor and reflect on the process of
mathematical problem solving.
NCTM Standards
NCTM(National Council for
Teachers of Mathematics)
Standards
How it works?
●Students work together to solve problems, discuss ideas,
learn cooperation, listen and reinforce content. Increases
student competence when explaining concepts to others.
●Students are grouped heterogeneously (ability, social
status, cultural particiption) and given a task.
●All can be assigned a role and the task is not complete until
all the members understand how the problem was solved
and can explain the answer.
Tasks that work well with grouping:
Problem solving
Weekly problem
Computation problems
Guided Discovery of a new concept
Mathematics Methods for Elementary and Middle School Teachers
Bitter, Gary, Nancy Edwards, and Mary, Hatfield. Mathematics methods for
elementary and middle school teachers.Allyn and Bacon: 1997
● Cooperative Grouping
in Mathematics
Instruction
Tasks that work well with
grouping:
Problem solving
Weekly problem
Computation problems
Guided Discovery of a new
concept
Mathematics Methods for Elementary and Middle School Teachers
Bitter, Gary, Nancy Edwards, and Mary, Hatfield. Mathematics methods
for elementary and middle school teachers.Allyn and Bacon: 1997
Cooperative grouping in
math
Word Problems and Mathematical Examples
You will find additional resources in the
documents that are on the google site.
There are websites, word problems and a
bibliography of books that integrate literacy
and mathematics.
Additional Resources
