Cypher IV Mathematics Leadership Project. Teaching Student-Centered Mathematics Book Study 3-5 S5 Developing Fraction Concepts. (Re)Introductions 3-5 Group. Kendra Haines (Grades 5&6, Ross River) Jane MacArthur (Grades 4-6, Carcross) Lois Moore (Grades 4-5 Whitehorse)
Cypher IV Mathematics Leadership Project
Teaching Student-Centered Mathematics Book Study 3-5 S5
Developing Fraction Concepts
Be Responsible For How & What You Learn
Everyone brings prior experience & knowledge. Take ownership of your learning by being on time and staying, doing the reading & reflection to prepare for discussion, and be willing to try out new ideas in your classroom.
Encourage Risk-Taking and Accept All Ideas
When learning and discussing, everyone needs to feel safe& that ideas will be respected, even if there is disagreement. Discussion of new ideas allows everyone to ? their own beliefs & discover new ways of thinking – an essential focus of this book study.
Be Your Own Watchdog
Monitor and manage your participation to prevent contributing too much or too little.
Be An Attentive Listener
Listen to each other during the discussion. Turn off your e-mail and refrain from surfing the net during the sessions.
Based on the homework assigned in the previous session, discuss the following questions in a small group:
What have you tried in your classroom as a result of the last session?
What role did you play in the teaching and learning of math?
What role did the students play in their learning?
What discoveries did you and your students make?
What misconceptions, if any, surfaced about the topic? How did you redirect the students?
What suggestions do you have for others when they try this?
Review the Big Ideas for this chapter (p. 131) for a couple of minutes.
Using the portions of the grades 3-5 IRPs:
What grade level do students begin to explore fraction concepts and what methods, if any, are suggested to facilitate this understanding?
to find answers.