1. WELCOME TO EP210 Math Methods UNIT 9 Problem Solving and Technology Class will start at the top of the hour! Please talk among each other!

2. What row of numbers comes next in this series?
What is the Pattern?????
What row of numbers comes next in this series? 2

3. Did you say????
After the first line, each line describes the previous line: One One Two Ones One Two, One One (and so on...) Does everyone see the pattern? 3

4. Welcome to Unit 9 seminar!
Here is the agenda for this evening…
1. Make announcements and ask/answer any questions
2. Review the end of term deadlines.
3. Review the readings from this week
Any questions so far?

5. Problem Solving Approach
Good Problem Solver Beginning Problem Solver
This week we read about the problem-solving approach to mathematics.
Would you consider yourself a good problem-solver in terms of math? Why or why not?
The problem solving approach is rooted in “Constructivist” learning
Students are creators of own knowledge, need to be involved in the learning process
Need to make connections between understandings, ideas—think of that “aha!” moment when you can make connections

6. Characteristics of Problem Solving Instruction
Feel free to share some of the qualities you noticed about the problem solving approach…
Analyze the problem, be sure you understand it. What is the problem asking? What information is provided? What is missing?
Assignments are relevant, in line with students’ interests, make use of diverse learning needs
Stimulate connections between math topics and between curricular topics
Promote communication/collaboration 6

7. Characteristics of Problem Solving Instruction
Teacher doesn’t always reveal answers—may use “Socratic Method” of asking questions to prompt direction, deeper level of thinking, asking for clarification or details, sometimes means letting student struggle with an idea
Students can/should initiate their own problems, make connections and hypothesize
Engage students in discussions about math topics
Take risks
Use of metacognition—know if they are stuck, know if a particular approach/skill is not working or if they need a skill they don’t have, etc.

8. Characteristics of Traditional Instruction
What qualities did you notice about the traditional approach?
Teacher centered
Gives direct instruction and process as opposed to students developing critical thinking to find their own solutions
Focuses on the “one right answer”
Students come to depend on the instructor to get them started—may stifle risk taking
Builds dependency on the teacher
Consider these two statements: "What is the right answer?" and "Explain why you think your answer is correct." What types of expectations does each of these statements make of students?

9. What would you do?
During whole class discussions, sometimes a child will get stuck in the middle of an explanation. What are some ways you should handle this situation? What are some cautions to keep in mind?
When teaching through problem solving, the decision of what to tell students and what not to tell students is a dilemma you will face. Why should you be careful not to tell students too much?

10. Arguments Against…or not…
What arguments might some more traditional minded instructors make against using the “problem-solving approach?”
How do I cover all the material?
Don’t like not being able to give the correct answers—students will question/explore classmates answers, not the teachers
How is there time to cover everything? –focus on the big ideas
Any place for drill and practice?
What if a problem-solving task is unsuccessful?

11. Math Methods EP210???
Have your perspectives about math instruction changed or developed in this class? If so, how?

12. Technology Integration
What are some ways to integrate technology into math instruction? 

13. Calculators
What are some criticisms of using calculators in math instruction? 
In what ways might calculators be used in classes?
They can be helpful in problem solving tasks that require several steps. Rather than working everything out on paper, where kids may lose momentum in solving the problem, calculators can be a great support to focus on the problem and the thinking to solve it.

14. Other questions about technology
How you might defend the use of technology to those who do not realize its full potential?
What are some of the arguments against using technology?
Makes students lazy
Don’t learn the basics
Shouldn’t use until students understand better
In general, don’t select technology just to do more drill work—use technology wisely to enhance understandings, promote discussions, problem-solving, in context applications, etc.

15. Literature and Math
Resource: In Web Resources, we have the link to our textbook supplemental resource. In the Table of Contents, you will see a link that say, “Children’s Literature.”
I am giving you the link to the Table of Contents.
I suggest you check out “Children’s Literature.” You will see several tabs down the left side with different math strands (counting, addition and subtraction, multiplication and division, etc.). Here is the link…
Spend a few minutes exploring the vast amount of children’s literature to support math understanding. Keep in mind, your public library will have many of these books! 15

16. Math Literature and Lessons
Here is an example of how you can integrate math literature into lessons. As you browse through the lessons, think about why making this connection is also a good idea. 16

17. Powerful ways to Teach
Why is literature a powerful way to teach math skills?
Illuminations
Find a resource, activity, lesson plan, etc. to share with the class. Briefly tell about what you found. 17

18. Virtual Manipulatives
National Library of Virtual Manipulatives
The National Library of Virtual Manipulatives is an awesome site! They have online manipulatives for nearly every math standard. You can download a free trial version for your computer. It is a great way to get ideas on how to teach skills with hands-on materials. Also, your school district may have a license with them for your students to use the tools. 18

19. Word Problems Word problems http://www.mathplayground.com/games.html19

20. Unit 9 Project…
For your final project, you have the opportunity to apply the skills and strategies covered during the course.
For the project, review the lessons on the project directions page.
You will need to choose 2 lessons to analyze. 20

21. Pick Only 2 Lesson
This an opportunity for you to apply the skills and strategies covered during the course of the class. Choose TWO (2) of the following lessons to analyze. Make sure they are from two different grade levels (that is, they cannot both be from K-2, 3-6 or 7-8).
GRADES K-2
Lesson for K-2nd: How Many Buttons? In this lesson, students review classification, make sets of a given number, explore relationships between numbers, and find numbers that are one more and one less than a given number. They apply their knowledge of classification as they play a game similar to bingo. (Note: the link below can also be found under Online Resources in your text for chapter 9).
GRADES 3-5th:
Lesson for 3rd to 5th: How long? How wide? How tall? How deep? In this lesson, students use historical nonstandard units (digits, hand, cubit, yard, foot, pace, fathom) to estimate the lengths of common objects and then measure using modern standard units. They will discover the usefulness of standardized measurement units and tools. (Note: the link below can also be found under Online Resources in your text for chapter 9).
GRADES 7-8
Option 1: Using Math Connections to Collect and Document Specimens by the PBS network at 21

22. Unit 9 Project…
1) What is the objective of the lesson ? How does the lesson assess that the objective has been met?
2) What math concept is being taught?
3) Does this lesson plan address the different needs of the students?  If so how?  If not, how could it be modified to incorporate differentiated instruction?
4) What materials are used to deliver this lesson?
5) In what ways does the lesson address course skills/strategies or concepts from the readings? 22

23. See you in discussion boards!
See you on the discussion Boards!!!
Thank you so much for a wonderful term! I have greatly enjoyed working with all of you!
I wish you continued success in your next classes!
And, you are always welcome to send me an in the coming terms with questions or just to say hi! :) 23