Elementary Mathematics Consultants Teaching and Learning Higher Level Thinking In Mathematics Chantal Brunet, Constance Gareau Elementary Mathematics Consultants LBPSB PURPOSE: Opening slide, welcome, and introduction to session SPEAKING POINTS This presentation is designed to help parents understand some of the issues in mathematics education today and how they can contribute to the vision of a quality mathematics education for their children. RESOURCES Visit the Family Corner at www.not.org for a list of resources for parents.

Our goals for this workshop To help you have a better understanding of your child’s learning in Mathematics: The Why ? The How ? The What ?

Going Back in Time What do you remember about your own experiences in math as a child? PURPOSE: To have parents think about their own math experiences in school SPEAKING POINTS After participants share with a neighbor, have volunteers share aloud. Some parents may recall pleasant experiences. Chances are, a greater amount may recall negative experiences. Discuss the reasons for the negative and positive experiences.

What Have We Learned About Mathematics Education Students must learn basics, but knowing the basics alone is not enough. Learning mathematics with understanding is essential to enable students to solve new problems. Students learn mathematics primarily by doing mathematics rather than just listening and memorizing. PURPOSE: To share what research and classroom practice over the last decade or more has shown RESOURCE: Principles and Standards, Chapter 1

Hands-On Activity What do you remember about perimeter?? What do you remember about the area of a rectangle?? Let us compare solving a problem the old way and the new way!!!

Hands-On Activities Mental Math: Old Way versus New Ways

Mental Math Solve 39 + 27 in your head. Share your strategies. PURPOSE: To discuss mental math and the different ways to solve this type of problem SPEAKING POINTS Present the problem, and have parents individually do the problem. Ask for volunteers to share their strategies.

The Traditional algorithm 1 39 27 66 +

Sample Responses 39 + 27 40 + 27 = 67 39 + 30 = 69 67 - 1 = 66 69 - 3 = 66 39 + 27 PURPOSE: To present other responses to the problem SPEAKING POINTS Share and discuss each sample response. Some of these may have already been presented when parents shared their own strategies. This problem illustrates how students need to understand more than the algorithm for solving a problem with pencil and paper. Students also need to have a conceptual understanding of the structure of numbers and the relationships among numbers. This will allow them to work flexibly and solve problems both on paper and mentally. Point out how although there is only one answer to this problem, there are many different ways to come up with the answer. Students should use the strategies that make sense for them. 30 + 20 = 50 9 + 7 = 16 50 + 16 = 66

Work Together as a Team to Support your Child in Learning Mathematics Student Teachers Administrators Family