EED 565 Mathematics Curriculum and Methods Thursdays 4 – 6:45 pm Erica (Rood) Lundy ericarlundy@gmail.com ED 2107

Is math… Getting the right answer …quickly Associated with certainty Correctness determined by the teacher or a math god OR Making sense of an idea Engaging in discussion as a community Logical and orderly

Challenge Your Beliefs What it is to do mathematics How we learn mathematics How to teach math using a problem- solving, sense-making approach

All children have the right to understand mathematics. How? Model Experience Read Discuss Listen to children Share, Write, Reflect, Produce We are here to learn how to effectively teach math to all children.

Agenda Welcome and Introductions Overview of Course Syllabus review Student Survey Who am I as a math learner? Doing Mathematics Wrap-Up Reminders

What quality do you bring to mathematics education?

Yes. You need the book. Yes. You need to bring it to class.

Blackline Masters Dot Cards * Five-frame * Ten-frame Base-ten grid paper Hundreds chart Tangrams 1-cm square grid Geoboard pattern Appendix C in Van de Walle Download Free

Dyad What are your early experiences learning mathematics?

Dyads: Constructive Listening Each person is given equal time to talk. Everyone deserves attention. The listener does not interpret, paraphrase, analyze, give advice, or break in with a personal story. Confidentiality is maintained. The talker is not to criticize or complain about the listener or mutual acquaintances.

Dyad: What are your early experiences learning mathematics?

Dyad: What are your early experiences learning mathematics? Who am I as a math learner? How will this impact me as a teacher?

Conceptions of Mathematics Group Activity Choose a recorder. 3 Minute Time Period Group members tell the recorder how to draw a mathematician.

4 women in the first 50 photos

What am I doing when I do math? Doing Math In small groups, take a minute to write down answers for What is math? What am I doing when I do math?

Doing Math Critically thinking Double checking Solving Logical thinking Finding Speculating Calculating Remembering Finding patterns Evaluating Organizing

National Research Council What is mathematics? “I am a pattern searcher.” Marcus de Sautoy “Mathematics is the science of pattern and order.” National Research Council

Doing Math Verbs Verbs: NCTM Principles and Standards Explore, Solve Investigate, Use Justify, Predict Explain, Formulate Describe, Conjecture

Geoboard Sort On Geoboard make a few shapes with Four sides and Exactly one peg on the inside (not on the boundary)

Geoboard Sort On Geoboard make a few shapes with Four sides and Exactly one peg on the inside (not on the boundary) Compare shapes at your table and adjust your shapes so that no two are alike.

Geoboard Sort Now, compare shapes between tables. Adjust shapes so that no two are alike.

Geoboard Sort Discussion What ways did your group use to sort your shapes? How did your group describe shapes? Were we doing mathematics?

Looking at the Standards: 1) Common Core Standards: What should be learned 2) Mathematical Practices: How to teach math

Thank You. Check out our Website (Search CSUNeedmathmethods) https://sites.google.com/site/csuneedmathmethods/ DUE Sep. 6 Read Van de Walle (VdW) Chapter 1: Teaching Mathematics in the 21st Century Read Chapter 2: Exploring What it Means to Know and Do Mathematics Writing to Learn #1 Describe the importance of content standards, process standards, and standards of mathematical practice. (No need to write out each of the standards.) Describe the three main components of mathematical proficiency. Math Journal #1 – An Invitation to Do Mathematics Activities from Ch. 2. Task 1-4