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

2. 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

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

4. 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.

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

6. What quality do you bring to mathematics education?

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

8. 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

10. Dyad
What are your early experiences learning mathematics?

11. 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.

12. Dyad:
What are your early experiences learning mathematics?

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

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

15. 4 women in the first 50 photos

16. 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?

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

18. 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

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

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

21. 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.

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

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

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

25. Thank You. Check out our Website (Search 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