GRADE BAND: 3-5. Fall 2011 Mathematics SOL Institutes. Grade Band Team Members Vickie Inge, University of Virginia Patricia Robertson, Arlington Public Schools, retired Beth Williams, Bedford County Public Schools Vandi Hodges, Hanover County Public Schools, retired.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
GRADE BAND: 3-5
Grade Band Team Members
Vickie Inge, University of Virginia
Patricia Robertson, Arlington Public Schools, retired
Beth Williams, Bedford County Public Schools
Vandi Hodges, Hanover County Public Schools, retired
To improve mathematics instruction by providing district-level trainers with professional development resources focused on facilitating students' mathematical understanding through mathematical problem solving, communication, reasoning, connections, and representation.
1/15, 1/20, 10/11, 8/9, 5/8,
5/7, 3/5, 4/9, 6/12, 13/11, 3/4
1/15, 1/20, 10/11, 8/9, 5/8,
5/7, 3/5, 4/9, 6/12, 13/11, 3/4
1/15, 1/20, 10/11, 8/9, 5/8,
5/7, 3/5, 4/9, 6/12, 13/11, 3/4
Virginia
Process
Goals
You need:
Playing to 1
Adapted from NCTM Illuminations
Closing Reflection Questions:
Use the Mathematical Process Skills -“Student Look-fors” Recording Form Handout while viewing the video.
Review the indicators under the Skill Area your table was assigned.
In the note’s section record specific evidence to support the indicator(s) observed in the assigned Skill Area.
At the top of the paper, write the Skill Area the table group addressed.
As a group select one or two the indicators in your assigned Skill Area that seemed to be most visible.
On the chart paper record specific evidence for one or two indicators identified in the Skill Area.
Post your chart on the wall.
Return to your table and discuss charts for other Skill Areas.
VADOE Curriculum Framework Grade 4
Divide up the tasks so that at least 2 people will complete each task in the set.
Write on the task whether you consider the task low or high cognitively demanding.
Work independently before discussing with your partner whether you thought it was a low or high cognitively demanding task.
Discuss the tasks that you and your partner solved.
Read the remainder of the tasks and without working these tasks indicate if you think the task is a low or high cognitively demanding tasks.
High cognitive demand (Stein et. al, 1996; Boaler & Staples, 2008)
Significant content(Heibert et. al, 1997)
Require Justification or explanation (Boaler & Staples, in press)
Make connections between two or more representations (Lesh, Post & Behr, 1988)
Open-ended (Lotan, 2003; Borasi &Fonzi, 2002)
Allow entry to students with a range of skills and abilities
Multiple ways to show competence (Lotan, 2003)
Involve recall or memory of facts, rules, formulae, or definitions
Involve exact reproduction of previously seen-material
No connection of facts, rules, formulae, or definitions to concepts or underlying understandings
Require limited cognitive demand
Focused on producing correct answers rather than developing mathematical understandings
Require no explanations or explanations that focus only on describing the procedure used to solve
Adapted from Stein, M.K., Smith, M.S., Henningsen, M.A., & Silver, E.A. (2000). Implementing standars-based mathematics instruction: A casebook for professional development. New York, NY: Teachers College Press
Adapted from Stein, M.K., Smith, M.S., Henningsen, M.A., & Silver, E.A. (2000). Implementing standars-based mathematics instruction: A casebook for professional development. New York, NY: Teachers College Press
DOING Mathematics
Require complex, non-algorithmic thinking and considerable cognitive effort
Require exploration and understanding of concepts, processes, or relationships
Require accessing and applying prior knowledge and relevant experiences to facilitate connections
Require task analysis and identification of limits to solutions
Adapted from Stein, M.K., Smith, M.S., Henningsen, M.A., & Silver, E.A. (2000). Implementing standars-based mathematics instruction: A casebook for professional development. New York, NY: Teachers College Press
Shifting emphasis from meaning, concepts, or understanding to the correctness or completeness of the answer
Providing insufficient or too much time to wrestle with the mathematical task
Letting classroom management problems interfere with engagement in mathematical tasks
Providing inappropriate tasks to a given group of students
Failing to hold students accountable for high-level products or processes
Adapted from Stein, M.K., Smith, M.S., Henningsen, M.A., & Silver, E.A. (2000). Implementing standars-based mathematics instruction: A casebook for professional development. New York, NY: Teachers College Press
Today we have looked at:
Exit Card:
As you reflect on our work together today respond to the following question: When a classroom teacher pays attention to each of these areas how is student engagement and ultimately student learning impacted?