Mathematics PCK Workshop #1 Day 1. Ramallah, Palestine march 22 & 24, 2013. Dr. Elizabeth (Betsy) McEneaney [Mac-Uh-Ninny] Dept. of Teacher Education and Curriculum Studies UMass – Amherst [email protected] Introductions. Your name where you work and what you do there
Ramallah, Palestine march 22 & 24, 2013
where you work and what you do there
what you hope to learn in these two days
One interesting thing about you that not many people know
Much of this you already know…
We will review, synthesize, brainstorm, adapt.
through active learning
What variations will we see among teachers and students?
does this affect how we design instruction?
First, a “silent conversation”
From: Moynihan, C. 2012. Math Sense: The Look, Sound and Feel of Effective Instruction. Stenhouse Publishers.
BOTH: Active listening, Using math vocabulary, encouraging risk taking
Adapted from: Misconceptions in Mathematics. www.counton.org
Adapted from: Collins, A. and Dacey, L. 2011. The Xs and Whys of Algebra. Stenhouse Publishers.
The take away? “mistakes” aren’t usually random. Teachers need to pay attention to mistakes and learn from them.
Where does MKT fit on the diagram?
Their approach: Look at real teaching, decide what kind of math knowledge is needed.
Teachers need a LOT of math, even in the lower grades
It isn’t the same kind of math that mathematicians need.
USING THE HUNDREDS CHART (Betsy’s “Favorites”)
Math knowledge needed:
45 – 19 =
Including the ability to:
How do you see Technological knowledge influencing what math teachers need to know?
5E and “Launch, Explore, Summarize”
Take a few minutes to read the descriptions of these two models
Video of a 6th grade math class
Would you want this teacher to change instructional model and approach?
The problems with math “problems”
Mr. Dan Meyer
7th grade teacher