Strands of Mathematical Proficiency Adding It Up Strands of Mathematical Proficiency
Today’s Objectives: Participants will: Have an increased understanding of the five strands of mathematical proficiency. Have an introduction to classroom applications of the five strands of mathematical proficiency. Have an increased understanding of the research supporting inquiry-based mathematics in teaching and learning.
Adding It Up - Goals Represent a synthesis of the research of mathematical learning. Provide research-based recommendations for improving student learning. Provide advice and guidance
Understanding Strands of Mathematical Proficiency Assigned Reading All Groups – Pgs. 115 – 118 Conceptual Understanding – Pgs. 118 – 120 Procedural Fluency – Pgs. 121 – 124 Strategic Competence – Pgs. 124 – 129 Adaptive Reasoning – Pgs. 129 – 131 Productive Disposition – Pgs. 131 - 133
Group Work Read assigned pages individually. Choose a recorder, reporter and time czar. Use your Frayer Model note sheet during discussion. Create a Frayer Model that will describe your strand to the large group.
Journal Questions What questions do you still have about the five strands of mathematical proficiency? How will you increase your understanding?
Brenda’s Blocks Task Group Work Work individually until timer rings. Get into groups to share strategies. Decide how to illustrate the strategies. Record the solution and thinking on chart paper. Share your solution(s).
Journal Questions for Brenda’s Blocks What strands of mathematical proficiency were represented in this problem? What evidence would you give to support your thinking?
Inquiry-Based Mathematics Individually read what the experts have to say: pgs. 15 – 21. Think about these questions as you read: What implications for teaching and learning were alluded to in the reading? What questions did the reading raise for you?
Pyramid Partners Process Find a “new” partner. Decide who will be person A and person B. Begin the discussion when the facilitator indicates.
Pyramid Partners Discussion Question One Person B responds to question one for 15 seconds. Person A responds to person B for 30 seconds. Person B responds to person A for 45 seconds. Person A has 60 seconds for a final response.
Pyramid Partners Discussion Question Two Person A responds to question two for 15 seconds. Person B responds to person A for 30 seconds. Person A responds to person B for 45 seconds. Person B has 60 seconds for a final response.
Acrobats, Grandmas, and Ivan Work the problem independently. Share your solution with your group. Record all solutions on chart paper. Be prepared to share your solutions with the large group.
Journal Questions for Acrobats, Grandmas, & Ivan What strands of mathematical proficiency were represented in this problem? What evidence would you give to support your thinking?
Questions About Basic Skills What about basic facts? Why don’t teachers care about them anymore?
Questions About Basic Skills Isn’t speed important? How can kids know their basic facts quickly if we don’t give them timed tests? Don’t they have to be fast to get a good score on standardized tests?
Questions About Basic Skills Will my child be ready for middle school?
Questions About Basic Skills A teacher told me that kids don’t have the skills they used to have. I am concerned about this.
Questions About Basic Skills We can do this new kind of math because we were taught the basics. How will children ever be able to do this if they don’t have their basics?
Questions About Basic Skills Is there enough drill in this type of math?
Meaningful Practice What about basic facts? Basic facts are still important. Practice should be engaging and motivating. Efficiency is more important than speed. Mathematics is about sense-making.
Meaningful Practice How Many Rows? How Many in Each Row? Play with a partner at your table. Continue to play until you run out of room on your game board. Count the number of squares you covered by your rectangles. The person with the most squares covered wins.
Thank You for Participating Today