QUICK CLICKS:
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Changing Math: A Parent's Role
• Discuss with your children the importance of mathematics for their future.
• Instill in them the idea that they can learn mathematics.
• Encourage your children to study and take notes.
• Ask questions about what they are doing in class.
• If your son or daughter asks for help, ask them questions that will lead to their figuring out how to do the problem themselves.
• Be aware of current research about learning mathematics.
Room 106 Classroom Norms:
From: YouCubed By Jo Boaler
1. Everyone can learn math to the highest levels.
Encourage students to believe in themselves. There are different parts to this – first we need students to know that they can achieve at any math level, and there is no such thing as a math person. Brain information is really good for this. Second we need them to have a “growth mindset” – believing that they can learn anything, and the more work they do the smarter they will get. An important way to encourage a growth mindset is by praising what students have done and learned, not them as a person. So instead of saying “you are so smart”, say “it is great that you have learned that.”
2. Mistakes are valuable.
3. Questions are really important.
4. Math is about creativity and making sense.
5. Math is about connections and communicating.
6. Math class is about learning and not performing.
7. Depth is more important than speed.
Encourage students to believe in themselves. There are different parts to this – first we need students to know that they can achieve at any math level, and there is no such thing as a math person. Brain information is really good for this. Second we need them to have a “growth mindset” – believing that they can learn anything, and the more work they do the smarter they will get. An important way to encourage a growth mindset is by praising what students have done and learned, not them as a person. So instead of saying “you are so smart”, say “it is great that you have learned that.”
2. Mistakes are valuable.
3. Questions are really important.
4. Math is about creativity and making sense.
5. Math is about connections and communicating.
6. Math class is about learning and not performing.
7. Depth is more important than speed.
Mathematical Practices:
And How Do They Work In Real Life . . .
Adapted from http://www.sandi.net/Page/50909
Let’s say I, Ms. Williams, ask Ms. Daprile to go get me a sandwich for lunch. Let’s see how she figures out how to do this using the MPs.
Adapted from http://www.sandi.net/Page/50909
Let’s say I, Ms. Williams, ask Ms. Daprile to go get me a sandwich for lunch. Let’s see how she figures out how to do this using the MPs.
1. Make sense of problems and persevere in solving them: Ms. Daprile has to ask herself, “I wonder what kind of sandwich Ms. Williams wants.” Then she has to figure out where to go get the sandwich.
2. Reason abstractly and quantitatively: Ms. D says to herself, “I’m pretty sure Ms. W will want only a 6 inch sandwich, and only one, not 20 sandwiches.”
3. Construct a viable argument and critique the reasoning of others: Ms. Daprile tells Ms. Anex that she’s going to get me a veggie sandwich. Ms. Anex tells her she should really get me a TUNA sandwich and a salad. Ms. D. replies, “I disagree with you, Ms. Anex. Ms. Williams does not eat mayo, and I've never seen a tuna sandwich without mayonnaise. I think I’ll stick with the veggie sandwich, but you are right about the salad. She’s always watching her caloric intake and she likes salad. I will pick one up.”
4. Model with mathematics: Ms. Daprile pulls out a piece of paper and creates a table with all the ingredients she knows I want on my sandwich to hand to the clerk at the deli, emphasizing NO MAYO!!!!! And then, just for fun, she draws a diagram of how it should be constructed.
5. Use appropriate tools strategically: Realizing that the deli has an app, Ms. D. pulled out her iPhone, downloaded the app, and uses it to place the order ahead of time. Then she uses a map to find the deli.
6. Attend to precision: Just to make sure the deli gets the order right, Ms. D. calls and speaks to the clerk. She states, “Be sure to include 3 tomato slices and 6 avocado slices. And yellow mustard, not Dijon.”
7. Look for and make use of structure: This MP has kids use what they already know to solve problems. Ms. Daprile says to herself, “I already know that the deli has a deal where you can get a sandwich and a side. I’ll order that for Ms. W.”
8. Look for and express regularity in repeated reasoning: Ms. Daprile checks herself. Since she has used this deli before, she believes the order will be accurate and checks to make sure she has money in her purse because once she did not have any cash and this deli only takes cash! She realized she knows a shortcut how to get there, checks the time on her watch, and heads off to get Ms. W lunch!
2. Reason abstractly and quantitatively: Ms. D says to herself, “I’m pretty sure Ms. W will want only a 6 inch sandwich, and only one, not 20 sandwiches.”
3. Construct a viable argument and critique the reasoning of others: Ms. Daprile tells Ms. Anex that she’s going to get me a veggie sandwich. Ms. Anex tells her she should really get me a TUNA sandwich and a salad. Ms. D. replies, “I disagree with you, Ms. Anex. Ms. Williams does not eat mayo, and I've never seen a tuna sandwich without mayonnaise. I think I’ll stick with the veggie sandwich, but you are right about the salad. She’s always watching her caloric intake and she likes salad. I will pick one up.”
4. Model with mathematics: Ms. Daprile pulls out a piece of paper and creates a table with all the ingredients she knows I want on my sandwich to hand to the clerk at the deli, emphasizing NO MAYO!!!!! And then, just for fun, she draws a diagram of how it should be constructed.
5. Use appropriate tools strategically: Realizing that the deli has an app, Ms. D. pulled out her iPhone, downloaded the app, and uses it to place the order ahead of time. Then she uses a map to find the deli.
6. Attend to precision: Just to make sure the deli gets the order right, Ms. D. calls and speaks to the clerk. She states, “Be sure to include 3 tomato slices and 6 avocado slices. And yellow mustard, not Dijon.”
7. Look for and make use of structure: This MP has kids use what they already know to solve problems. Ms. Daprile says to herself, “I already know that the deli has a deal where you can get a sandwich and a side. I’ll order that for Ms. W.”
8. Look for and express regularity in repeated reasoning: Ms. Daprile checks herself. Since she has used this deli before, she believes the order will be accurate and checks to make sure she has money in her purse because once she did not have any cash and this deli only takes cash! She realized she knows a shortcut how to get there, checks the time on her watch, and heads off to get Ms. W lunch!
Such a good friend is Ms. Daprile . . . and a MATHLETE!