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Overview
Workshop Objectives and Expectations Introduction Rationale and Definition: Numeracy Numeracy Strategies Across the Curriculum Leadership Strategies for Numeracy Across the Curriculum
Workshop Objectives
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Familiarize participants with Strategies for Numeracy Across the Curriculum Understand the rationale for emphasizing numeracy across the curriculum Understand the relationship between numeracy and literacy Develop a working definition of numeracy Receive overview training on specific numeracy strategies that can be used by teachers in all content areas Develop training strategies to introduce school staff and administration to the implementation of numeracy strategies
78% of adults cannot explain how to compute the interest paid on a loan 71% cannot calculate miles per gallon on a trip 58% cannot calculate a 10% tip for a lunch bill
(Philips, 2007)
Effort makes a difference. Academic ability can be grown. It is not how smart the child is, but how hard he or she works that determines success. All students are held to high expectations and offered opportunities to take challenging courses. Students learn at different rates and may not reach proficiency at the same time. A mistake is not an inability to perform, but a learning opportunity . For that reason, students may re-do work and retake tests. Effort based teachers are not necessarily unrealistic about their students capabilities, but they are unwilling to give up on them. Students are provided extra helpduring school, in the summer, and before-and after-school.
Students of high ability receive the highest marks and are selected to take the most challenging courses. Students perceived with less ability are put in classes with lower expectations. Any academic deficiencies students have are attributed to low ability. Since time is the constant in learning, students that fail to finish assignments, score well on tests, or learn key concepts by the due dates receive failing marks with no second chances.
Extra help opportunities are entirely the responsibility of the student. If they take advantage of them, thats good; but no structure exists to ensure that students who need extra help get it.
Students can be motivated to come to the belief that their effort is worthwhile, even if they do not believe it at the time they enter school. Students are provided with extensive and specific feedback through the learning process to make connections in their understanding and continue to learn. Teachers explicitly teach students how to exert effective efforts in learningstudy skills, time management, problem solving, and note-taking.
Students have the responsibility to motivate themselves. If they do not believe they can do well in school, they probably wont.
Feedback to students is limited, often occurring only in the form of a numerical grade or letter grade.
Teachers assume that students should have these skills by the time they reach their classroom.
Taken from Masters for Motivation by Jonathan Saphier. Chapter 5 in On Common Ground:The Power of Professional Learning Communities by Dufour, Eaker, & Dufour
Economy/Employability
I advise my students to listen carefully the moment they decide to take no more mathematics courses. They might be able to hear the sound of closing doors. --James Caballero, 1991
National Security
National Security Agency www.nsa.gov
Democracy
To develop an informed citizenry and to support a democratic government, schools must graduate students who are numerate as well as literate. --Lynn Arthur Steen, 1999
A strong grounding in HS mathematics through Algebra II or higher correlates powerfully with access to college, graduation from college, and earning in the top quartile of income from employment. The correlation is even stronger for African American and Hispanic students!
Transforming Traditional Mathematics Instruction into Instruction with an Emphasis on Mathematical Literacy
Area of Mathematics Arithmetic Numbers Geometry Statistics Traditional Perspective Adding, subtracting multiplying, and dividing Place value, digits Properties of circles and triangles, areas and volumes Means, medians, standard deviations Mathematical Literacy Perspective Units and conversions, measurements and tolerances, estimates and accuracy Notation and coding, index numbers and averages, employment indices Shapes and measurements in three dimensions to organize data, global positioning systems Visual displays of quantitative ideas, random trials, confidence intervals Hypotheses, conjectures, causality and correlation, statistical inference
Logic
Probability
Applications
Calculating combinations
Solving word problems
Proof Technology
What is Numeracy?
At homeness with numbers Appreciation of mathematics Confidence in math Reason Mental math ability Use symbols Sense of numbers Use mathematical models Interpret data Read and interpret graphs
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What are some characteristics of a numerate person (student)? What are some examples of innumeracy in our society? What does good teaching of numeracy look like? What does poor teaching of numeracy look like?
UNDERSTANDING (conceptual understanding)comprehension of mathematical concepts, operations, and relations, knowing what mathematical symbols, diagrams and procedures mean. COMPUTING (procedural fluency)Skill in carrying out procedures such as adding, subtracting, multiplying and dividing flexibly, accurately, efficiently, and appropriately. APPLYING (strategic competence)Ability to formulate, represent, devise strategies and solve mathematical problems using concepts and procedures appropriately. REASONING (adaptive reasoning)Capacity for logical thought, reflection, explanation, and justification, extending something known to something not yet known. ENGAGING (productive disposition)Habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and ones own efficacy. Mathematics is useful and doable if one works at it.
Understanding
Conceptual Understanding Strand
1/3
Understanding
Conceptual Understanding Strand
1/2 of 1/3
Computing
Procedural Fluency Strand
Applying
Strategic Competence Strand
Charles went to the kitchen and saw that there was some pudding left in the pan. He noticed that about 1/3 of the pudding was left in the pan. He ate 1/2 of the remaining pudding. What fraction of the original pudding did he not eat?
Reasoning
Adaptive Reasoning
1/2 plus 1/3 does not equal 2/5. Explain why this statement is true.
OR "Five out of four people have trouble with fractions. (Steven Wright) Explain how this quote is an example of irony.
Engaging
Productive Disposition Strand
Learning is about making connections Brain research supports the need for connected learning
Organization of Guidebook
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Introduction
Rationale and definitions
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Be a good role model. Showcase the way you use mathematics in your professional life as well as your specific content area. Make mathematics an integral part of daily instruction. Strive to make a connection during each class. Provide time in class for students to work on mathematics that relates to instructional objectives for your content area. Incorporate logical reasoning and problem solving opportunities daily, as it relates to your content. Provide resources for students such as calculators, rulers, scale models, graphic organizers, charts, graphs, statistical data, etc., to enable students to experience mathematical connections to various topics across the curriculum. Create and/or gather samples of mathematical connections to your specific content area. Share newspaper articles, magazine articles, and professional journal articles that show how mathematics is utilized in your academic discipline. Allow students choice about their completion of assignments that incorporate mathematics and problem solving. Source: Adapted from SREB, 2003
Invite students to incorporate data and data analysis as part of writing to authentic audiences for authentic reasons about which they truly care. Provide students with prompt feedback about content as well as mathematical reasoning, when appropriate. Avoid teaching computation in isolation. It should be addressed in the context of students own authentic problem solving. Analyze student work to determine instructional implications and make adjustments in instruction to address areas of need. Look at student work with an eye for logical reasoning, use of multiple representations, incorporation of data, and use of graphs that make cross-curricular connections. Read professional literature about incorporating mathematical concepts into your specific content area. Focus on improving each students knowledge and ability to apply mathematical thinking and reasoning skills across content areas rather than just developing computational skills in isolation. Avoid sharing any personal math phobias or a personal dislike of mathematics. Educators never boast of being illiterate, yet we often freely share that we are innumerate! Source: Adapted from SREB, 2003
Familiarize yourself with your assigned strategy (10 minutes). Working with a partner or group, give a summary (3-5 minutes) of the strategy. Use chart paper if necessary. Give examples of how you could use this strategy in your classroom. Strategy 1 p. 12 Strategy 2 p. 15 Strategy 3 p. 21 Strategy 4 p. 23 Strategy 5 p. 28 Strategy 6 p. 33 Strategy 7 p. 37
Read through the list of statements on p. 42 and put a check mark next to those that you believe are true for your school. For statements marked not true, discuss the next steps necessary to make these into true statements. Generate a list of 3-5 immediate actions that can be taken to support increased numeracy across the curriculum Be prepared to share your action steps with the group.
Complete the Numeracy Survey for School Leaders p. 76 without putting your name on it. Be honest! Crumple survey and toss into a pile in the center of the room. Select a survey from the pilenot your own. Create human bar graph.
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Is numeracy emphasized in your school improvement plan? Does the school collect data on numeracy indicators, such as the number of students in every class who meet each standard each month? Does the school have formal goals for numeracy? Does the school have formal standards for numeracy practice? Does the school faculty, in general, use research-based strategies for improving numeracy? Does the school environment and school culture promote numeracy? Would a visitor walking through your school be able to see and understand that numeracy is a strong focus here?
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Do you use common planning time to ensure that teachers collaborate on teaching strategies?
If yes to the previous question, is that time used effectively. Are teachers and administrators frequently observed demonstrating the value of numeracy through real-life experiences?
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No
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Yes Somewhat No
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Yes Somewhat No
Closing Activity
What will you do differently tomorrow morning? What will you do differently next week/month? What will you do differently this school year?
Review all of the questions listed on a test or quiz. Identify whether each question addresses:
Conceptual understanding Procedural fluency Strategic competence (applying to story problem) Adaptive reasoning (justifying answers/explaining) Productive disposition (what good is ___ ?) Do your assessments enable students to develop all 5 strands of the rope?
Thank You
Contact Information: Michelle Walker-Glenn shellw@cinci.rr.com
A man is like a fraction whose numerator is what he is and whose denominator is what he thinks of himself. The larger the denominator, the smaller the fraction. Leo Tolstoy