How A Strengths-Based Approach to Math Redefines Who Is “Smart” A group of young women who had graduated from high school between 1997 and 2006 sat at the front of the room crying and laughing about their experiences learning math at Railside High (a research pseudonym for the school). This session of the National Council of Teachers of Mathematics annual meeting didn’t focus on any specific mathematical practice and yet it was enlightening — with the right approach, teachers can help kids who hate math feel like it’s their best subject. One after another, these young women, who had all graduated from an urban high school serving many kids living in poverty, described how math class made them feel safe, heard and able to express their ideas without fear.

“I felt like they cared for me,” said Martha Hernandez, who graduated in 2002 and is now a social worker. “They cared for my education and they wanted me to succeed.” Hernandez was designated an English language learner in high school and was the first in her family to go to college. Does Memorizing Multiplication Tables Hurt More Than Help? Post update: Saturday May 21st, 2016 This post was originally written two years ago and admittedly took an angle that downplayed the importance of automaticity of multiplication skills which was not the original intention.

Please read on as I attempt to clarify the original intent of the article. Let’s Promote Understanding to Build Automaticity Over Time As you may have heard in the Globe and Mail or in my recent post, Ontario Education Minister, Liz Sandals recently tossed a comment into the media about the need for students to know their math facts: That’s actually a great homework assignment: Learn your multiplication tables.Liz Sandals – Ontario Minister of Education Understanding vs. Memorizing Multiplication Tables It seems that whenever things aren’t going well in the world of math education – or more poorly than usual – people are quick to claim that it is because students don’t know their basic math facts; namely, memorizing multiplication tables. A Variety of… Case Study Like this: Smart Boarding School. Daily Skyscrapers. Math Links for Week Ending May 6th, 2016. It's OAME time and for this weeks Math Links I am going to focus on what Ontario teachers said and did while there (I was only there until Friday though).

Next week I will likely have more but this is all I have as of Friday night. If you have some that you know of, please let me know My presentation this year was on using technology in Calculus class. Below is my presentation. It has five new activities that I created and a tonne of links for calculus. To start off, one of the new things I created was a web sketch to investigate rates of change using the classic sliding ladder problem. I saw some great sessions at OAME.

Some other sessions that I didn't see but got the slide decks for include @alexoverwijk and @bdmclaurin on creating a Thinking Classroom Curriculum Tags: @MrOrr_Geek and @mathletepearce double teamed a session on Making Grade 9 Tasks Contextual. Ontario Math Resources | Big Ideas in Education. Big ideas draft. Illuminations.

Tcm2016 03 412a. Great couple of days w awesome staff @ChippewaTVDSB explored Number Talks, Number Relationships & how they connect! How to Make Math More Visual, Helpful, and Easy. Addition and subtraction is hard to explain in words, and simply writing out the numbers does little better to illustrate a mathematical concept: it is not visual enough. Students need to be able to see what it means to add and subtract in the real world by manipulating objects. Furthermore, different students learn in different ways and need different mental strategies. Including plenty of variety and number arrangements in your math lessons will give you the best chance to help every child achieve addition and subtraction fluency. To get you started, here are a few techniques you can try: Adding and Subtracting Numbers 0–10 The Rainbow Connection For instant comprehension of how different combinations of numbers can be put together to get the same answer, this six-color rainbow shows the pairs of numbers that equal ten.

Shut the Box Finger Counting A pair of paper hands teaches your students how to use their fingers to add or subtract. Bubble Gum Sums The Hopping Line Tenpins Numbers 11–20. Mathematically Speaking | A Teacher's Wonderings. Children love math. That is, when they are curious about it and succeed in their practice. I know, *that* is the difficult part: curiosity and success. How do you make sure both happen?

This post will outline some of the math we do in my classroom and I would truly appreciate teachers to question, add or comment on strategies I use. INQUIRY and THINKING Inquiry comes in different forms – from structured inquiry to spontaneous, it should permeate the math class. Creating an inquiry culture is hard work despite the widespread impression that it comes naturally and often with kids. Questions in a math class: How do you know…? Try to make students aware of the big picture in math. My favorite strategy is Jigsaw Groups because it engages the entire class.

*This year we are going to design posters, too – the idea occurred to me when seeing these math posters. Differentiation can be done in many ways. 1. A). A single word or very few can turn a closed task into an open one. B). E.g. 2. 3. 4. 5. 3-Acts Lessons | Questioning My Metacognition. Check out Dan’s Blog or watch Math Class Needs a Makeover ***click here for the question and big idea of each task *** Recording Sheets Kindergarten Recording Sheet 3-Act Recording Sheet Want more of the good stuff?

Dan Meyer’s 3-Act Tasks (6-12) Robert Kaplinsky’s Problem Based-Lessons (K-12) Mike Wiernicki’s 3-Act Tasks (K-8) Andrew Stadel’s Estimation 180 Lessons (6-12) Dane Ehlert’s 3-Act Tasks (6-12) Kyle Pearce’s 3-Act Tasks (3-12) Like this: Like Loading... @MrSurti @MrOrr_geek Another way 2 use a literacy strategy in math: Block party for Data Mgmt.