Reform in Mathematics Teaching - Carmel, CA, United States, ASCD EDge Blog post - A Professional Networking Community for Educators
Please respond to the Blog Post on ASCD EDGE. You should post your response on the EDGE website. You should also respond to at least one other post.
Thursday, July 26, 2012
Mathematics Pedagogy
Week 1: What do we know, want to know, or have learned about teaching mathematics?
Teaching is a craft, a skill that takes time, patience, reflection and experience to acquire. Content knowledge is domain specific where as pedagogy is the way we approach instruction. We need to think about how we approach instruction to engage and motivate learners.
Throughout this course we will examine different aspect of instruction that the teacher must take into consideration: language, assessment, representation, and culture. We will build three instructional activities that incorporates each of these aspects and incorporates a conceptual approach to instruction.
Let's begin by discussing what we know and want to know about Mathematics Pedagogy.
Teaching is a craft, a skill that takes time, patience, reflection and experience to acquire. Content knowledge is domain specific where as pedagogy is the way we approach instruction. We need to think about how we approach instruction to engage and motivate learners.
Throughout this course we will examine different aspect of instruction that the teacher must take into consideration: language, assessment, representation, and culture. We will build three instructional activities that incorporates each of these aspects and incorporates a conceptual approach to instruction.
Let's begin by discussing what we know and want to know about Mathematics Pedagogy.
Friday, June 29, 2012
Web 2.0 Tools in Mathematics
What are some ways that you can incorporate Web 2.0 tools into mathematics instruction? Could you use these tools with CGI or Algebra? If so how?
Monday, August 22, 2011
Culturally Responsive Pedagogy
In the article Culturally Relevant Mathematics Teaching in a Mexican American Context (Gutstein et al., 1997) the idea that teachers use their knowledge of students' culture to advance learning of mathematics is highlighted through a rich dialogue of classroom examples, field notes and teacher reflection. In this article you really get a sense that students knowledge, culture and beliefs are valued.
For the past few weeks you have been working on three instructional activities that engage learners from multiple perspectives. After reading this article which approach would you most likely implement into your instructional activities and how will you achieve a culturally relevant pedagogy?
For the past few weeks you have been working on three instructional activities that engage learners from multiple perspectives. After reading this article which approach would you most likely implement into your instructional activities and how will you achieve a culturally relevant pedagogy?
Tuesday, August 9, 2011
Performance Assessment Tasks
Performance assessment tasks are commonly used in mathematics classrooms to provide students with an opportunity to engage in challenging tasks that require mathematical thinking. According to O'Daffer and Thornquist, (1993) mathematical thinking "involves using mathematically rich thinking skills to understand ideas, discover relationships among the ideas, draw or support conclusions about the ideas and their relationships, and solve problems involving the ideas" (p. 43).
What are the potential benefits and/or drawbacks of using Performance Assessment tasks ? Share an experience from the perspective of teacher or student.
What are the potential benefits and/or drawbacks of using Performance Assessment tasks ? Share an experience from the perspective of teacher or student.
Thursday, July 21, 2011
The Pedagogical Content Knowledge in Mathematics: Pre-Service Primary Mathematics Teachers' Perspectives in Turkey
What makes a preservice teacher ready to begin the task of mathematics instruction is discussed in the article "The Pedagogical Content Knowledge in Mathematics: Pre-Service Primary Mathematics Teachers' Perspectives in Turkey".
According to Turnuklu and Yesildere (2007), pedagogical content knowledge includes "the knowledge of learners and their characteristics, knowledge of educational contexts, knowledge of educational ends, purposes and values, and their philosophical and historical bases" (p. 2). Where as mathematics content knowledge includes a conceptual understanding of mathematics, and representations.
If effective teachers need in-depth knowledge of both pedagogy and mathematics content knowledge how should Teacher Preparation programs prepare teachers for their role in the classroom?
What are your reactions to this article? Did you find the results surprising?
According to Turnuklu and Yesildere (2007), pedagogical content knowledge includes "the knowledge of learners and their characteristics, knowledge of educational contexts, knowledge of educational ends, purposes and values, and their philosophical and historical bases" (p. 2). Where as mathematics content knowledge includes a conceptual understanding of mathematics, and representations.
If effective teachers need in-depth knowledge of both pedagogy and mathematics content knowledge how should Teacher Preparation programs prepare teachers for their role in the classroom?
What are your reactions to this article? Did you find the results surprising?
Saturday, July 31, 2010
Math Activity
Hello,
Please share the standard you will select for your math activity.
When you look at the California Math Standards you will notice the concept at the top in BOLD followed by a description of the topic. The next part contains the number followed by the standard. The part in blue is the ACTUAL standard you will use to create your three activities. The BOLD is not a standard.
See below:
Probability and Statistics
This discipline is an introduction to the study of probability, interpretation of data, and fundamental statistical problem solving. Mastery of this academic content will provide students with a solid foundation in probability and facility in processing statistical information.
1.0
Students know the definition of the notion of independent events and can use the rules for addition, multiplication, and complementation to solve for probabilities of particular events in finite sample spaces.
Please share the standard you will select for your math activity.
When you look at the California Math Standards you will notice the concept at the top in BOLD followed by a description of the topic. The next part contains the number followed by the standard. The part in blue is the ACTUAL standard you will use to create your three activities. The BOLD is not a standard.
See below:
Probability and Statistics
This discipline is an introduction to the study of probability, interpretation of data, and fundamental statistical problem solving. Mastery of this academic content will provide students with a solid foundation in probability and facility in processing statistical information.
1.0
Students know the definition of the notion of independent events and can use the rules for addition, multiplication, and complementation to solve for probabilities of particular events in finite sample spaces.
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