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USING THE LANGUAGE TO INCREASE DEEPER MATHEMATICAL MEANING AND UNDERSTANDING

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USING THE LANGUAGE TO INCREASE DEEPER MATHEMATICAL MEANING AND UNDERSTANDING. Armando M. Martinez-Cruz CSU Fullerton a martinez-cruz@fullerton.edu Karen Delaney TASEL-M Math Coach at Buena Park HS mathcoach@adelphia.net Presented at CMC South Palm Springs, CA Nov. 5, 2005

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using the language to increase deeper mathematical meaning and understanding

USING THE LANGUAGE TO INCREASE DEEPER MATHEMATICAL MEANING AND UNDERSTANDING

Armando M. Martinez-Cruz

CSU Fullerton

amartinez-cruz@fullerton.edu

Karen Delaney

TASEL-M Math Coach at Buena Park HS

mathcoach@adelphia.net

Presented at

CMC South

Palm Springs, CA

Nov. 5, 2005

TASELM website:http://taselm.fullerton.edu

outline of the presentation
Outline of the Presentation

Introduction and Welcome

Math problem in a small group

Teacher experiences

Math graffiti

Sentence strips

Vocabulary worksheet

Questions and Conclusions

small group work
Small group work:
  • A man buys 3-cent stamps and 6 [cent] stamps, 120 in all. He pays for them with a $5.00 bill and receives 75 cents in change. Does he receive the correct change?
  • A) Would 76 cents change be correct? Would 74 cents change be correct?
  • (Posamentier & Salkind, 1996, 3-14)
directions
Directions
  • Create a group of 4 from different teaching levels
  • Introduce yourself to your group
  • Read the problem
  • Read the problem again and underline key vocabulary words
  • Have each group member share the definition and an example of an underlined word (If you can’t define a word, ask your group for help)
  • Paraphrase what the problem is asking
  • Solve the problem by at least two methods
  • Present solutions
teacher experiences
Teacher Experiences:
  • Jigsaw to use students as experts
  • Accountability for each other
  • Multiple approaches to the same problem to reach all students
math graffiti
Math Graffiti
  • Clues to help students remember the meaning of the word or symbol
  • Examples from teachers
  • Select a word from Algebra or Geometry and create a visual to represent the word
  • Student participation
c reater than
Creater than

The solution includes all the numbers larger than 2

ess than
ess than
  • The solution includes all the numbers less than 4
ero slope
ero Slope
  • Horizontal lines have zero slope
sentence strips
Sentence Strips
  • From words to mathematics
  • An activity with strips
  • Example:

Four times the sum of a number and one is five.

Four times a number plus one is five.

your turn
Your turn:
  • The sum of two numbers is twenty. The difference of the same two numbers is four. Find the two numbers.
vocabulary worksheet
Vocabulary worksheet
  • Pass out handout and illustrate
  • Example: Equivalent