1. Professionalism and Participation in Mathematics Education
Behaviours – In Schools, In Classrooms, and Beyond
- Exploring Proportional Reasoning and its impact on mathematics teaching and learning through the Intermediate and Senior divisions
- Relating theories of learning to the mathematics teaching of all students
Practising designing, implementing and assessing programs for all learners
Having the theoretical understanding and foundation necessary to design, implement and assess programs for all learners
Professionalism and Participation in Mathematics Education
Intermediate / Senior Mathematics Winter 2011
SESSION 5 – Jan 17, 2011

2. What Time is It? How do you know? MTMS April 2003 2
<15 min. Mind’s On>
Clock Activity
From Mathematics Teaching in the Middle School (April 2003; Volume 8)
Materials Needed: cut-outs of clock templates.
Facilitator Instructions:
Distribute clock cut-outs to participants while running the PowerPoint slide.
Instruct participants to determine the time displayed on the clock using the relationship between the minute hand and the hour hand keeping in mind that the 12 does not necessarily belong at the top.
Correct Answer: 6:20
Debrief: Ask for volunteers to share their answers and strategies. Use document camera if available.
Notice this problem is intriguing- no numbers must use the relationship between the minute hand and portion of an hour that it travelled, along with the relationship between the hour hand and the portion of an hour it travelled from one hour hand mark to the next.
What Big Idea does this relationship elicit? Could be Big Idea 3: representing equal ratios of 1/3 using the hands of the clock
How do you know? 2
MTMS April 2003 2

3. Questions and Queries Students Others New math?
Is everyone able to learn math given enough time and support?
… students across all ability levels
How do I engage students who have turned off math? Hold interest? Some hate math?
How do I anticipate their responses and get ready to respond?
Should I expect students know all the math up to the curriculum of the previous grade?
field trips?
How can I set it up so they ask the questions?
Others
New math?
Making connections between multiple areas of math?
Math to self
Math to world
Math to other math
Classroom Dynamics
What do we say when students ask,
“Why do we need this?”
“How do we relate math to everyday life?”

4. Questions and Queries www.nctm.org Curriculum
Lesson planning
Expectations (overall, specific)
Lesson goal(s)
3 part
Instructional strategies
Assessment for learning
Assessment as learning
Practice (assessment of learning)
TIPS
Grade 9 applied Unit 7
Overall / specific
(before, THIS, after)
Curriculum
Is the history of curriculum development important?
Do we have freedom to deviate from the curriculum?
How has math curriculum changed since we were in school?
Lesson plans
How to make effective lesson plans and unit plans
Make sure in the curriculum?
Should one bring outside elements into the classroom?
How do I use technology effectively in math class?
Is using tech practical? Effective?
Convince them a problem has multiple solutions?
John’s lesson
Grade 10 academic
Overall / specific
(before, THIS, after)

5. Questions and Queries Instructional Strategies Assessment
Which strategies reach students with different learning styles?
How to make learning reach all students? And fun?
How do we include different strategies into lesson plans?
Do we plan differently for academic and applied classes?
Emphasize group work – what kinds of groups?
Assessment
How does one assess?
How does one evaluate?
Marking test performance? Or marking critical thinking?
Marks for homework?
Assessment and evaluation for math courses?
Knowing what to put on test?
Best way to evaluate?

6. Agendas Jan 17 (2-198) – today SUPO meeting
Professionalism and Participation
Classroom Dynamics
Proportional reasoning
Open questions
Parallel Tasks
Jan 20 – Ed Commons Labs
E-portfolio
Lesson planning
Expectations (overall, specific)
Lesson goal(s)
3 part
Instructional strategies
Assessment for learning
Assessment as learning
Practice (assessment of learning)
Teaching through the processes

7. Agendas Jan 21 – 2-286 Jan 24 – Ed Commons Labs 4 & 5
Assessment and Evaluation – success criteria
Work on micro-teaching
Jan 24 – Ed Commons Labs 4 & 5
Gizmoes

8. What else? What are we missing?

9. Instructional Strategy

10. The SUPO Meeting Attendance Policies and Procedures
Step away from the negative
Attendance
Policies and Procedures
Feedback Forms and Resources
Checklists
LANDMINES
Talking about…
not in staffroom
not in washroom
not on telephone (publically)
not in subways
not at hockey games …
Facebook
raise privacy
- Get off for 2 mo
- use alias’

11. Professionalism and Participation

12. Classroom Dynamics – wiki http://oiseedu422.wikispaces.com/

13. Classroom Behaviour

14. Classroom Behaviour

15. Proportional Reasoning

16. Non-Numeric Problems that Encourage Proportional Thinking1 2 3 4

17. Using Ratio Tables
Cat Food Problem: Kittens have to eat a special kind of food. There are two stores that sell this kind of cat food. The cans are the same size and the same brand. Which one is the better deal? Show your work.
Bob 12 cans for $15.00
Maria 20 cans for $23.00
Try this one with your group.
Practise using a ratio table.

18. Ratio Tables extended
When you step through the transitions in this slide you will see the following emerge.
A ratio table can be used to track prices when you are aiming for unit cost. The first 3 transitions show manipulating the numbers for Bob’s prices unit you show a unit price of $1.25.
Once you start that same process for Maria’s price, you see that the divisions will be messy to et to a unit cost …
So ask, what number could you pick that is a multiple of both 12 and 20 that could be compared because the number of cans will be the same.
The next bundle of transitions shows that 12 x 5 = 60 and 15 x 5 = 75 and then 20 x 3 = 60 and 23 x 3 = 69.
Now, because we can compare the cost of 60 cans at either store, we can tell that Maria’s prices are lower.
Capacity Building Series LNS, Communication in the Mathematics Classroom; Webcast Mathematics in Contexts; Cathy Fosnot, Investigating fractions, decimals, and percents: Grades 4-6. Portsmouth, NH: Heineman

19. Which mixture is the most “orangey”?
Mix A 2 parts concentrate 3 parts water
Mix B 1 parts concentrate 4 parts water
Mix C 4 parts concentrate 8 parts water
Mix D 3 parts concentrate 5 parts water

20. What do we value?
Examine student solutions…

21. Thursday January 20 Education Commons
E-Portfolio
Lesson planning
Expectations
Lesson goal(s)
3 part
Instructional strategies
Assessment for learning
Assessment as learning
Practice (ass of learning)
Teaching through the processes