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Addressing Misconceptions

Addressing Misconceptions. 8 = 8 3 + 4 = 5 + 4. Year Two Group Projects. Kindergarten / Grade 1 Using a rekenrek to develop addition strategies and an understanding of part-whole relationships. Year Two Group Projects . using a number line as a model

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Addressing Misconceptions

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  1. Addressing Misconceptions 8 = 8 3 + 4 = 5 + 4

  2. Year Two Group Projects Kindergarten / Grade 1 • Using a rekenrek to develop addition strategies and an understanding of part-whole relationships

  3. Year Two Group Projects • using a number line as a model • identifying a continuum of use through Grades 2 and 3 • movement and magnitude • part/part/whole • patterns • partial number lines • operations and number lines • quantity comparisons 10 20 30

  4. Year Two Group Projects • Fractions in the junior grades • instruction driven by problem solving • differentiated instruction • big ideas • the whole • counting fractions • symbolic meaning of fractions • benchmarks • comparing and relating fractions • equivalency

  5. Year Two Group Projects • Patterning and Algebra • developing algebraic reasoning in junior grades • multiple representations of rules • geometric • numeric • graphic

  6. As the S.U.M. group became a community of learners, so too did their classroom climates begin to evolve into one in which participants learn together, mathematics drives discussion, confusion leads to understanding, and all students have access to the mathematics being investigated.

  7. Comments from S.U.M. Teachers • The Math Team’s “ support sometimes extends to suggesting modes of inquiry,… but this involvement is not directive; it is our collaboratively-developed plans that they support. In this role, the facilitators have also deliberately fostered positive interdependence so that we become the support for one another, not relying solely on their expertise, but respecting the expertise that each of us brings to our collaborative efforts.”

  8. Comments from S.U.M. Teachers • The S.U.M. experience “ has increased my awareness of new pedagogy (and made me unafraid to try it), scaffolded my learning of new curriculum and Education Foundations, which probably would have sat on my shelf if not for the time and support given by S.U.M.”.

  9. Comments from S.U.M. Teachers • “Increasingly we see and teach math as problem solving and less as mastery of computation skills divorced from any relevant context.” • “Student enthusiasm and self esteem have grown tremendously. They see themselves as mathematicians.” • “Being part of the S.U.M. teachers energizes me – it’s professional development at its best!”

  10. S.U.M. Celebration • Process affirmation • Our professional learning community • Student learning • The journey continues

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