Qualities of an Effective Mathematics Classroom

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Banting Math Makes Sense Walkthrough

WRITE:

- 2 columns

\\/ha1 clo vor.r \\,an1 1o sec happcn throuul'l usin{r this resource?

For your students...
For your teaching...

RATIONAL:

The goal according to van De walle is that

"Every child should come to believe that mathematics makes sense and, even more important, that she or he is capable o.f making sense qf mathematics " p.*u We want students to become "confident dcers of mathematics".

Making a cultural shift: what other subject is it acceptable to say "I'm not good at it"? as an excuse. We must weave 5 aspects of mathematical proficiency together to achieve this. These are interwoven and interdependent with one another. (see handout)

Conceptuol

Understanding Procedural Fluency
Strategic Competence
Adaptive Reasoning
Productive Disposition
Making Sense of Math

The Math Makes Sense lesson design helps to foster this process for teachers as lessons are structured to do this as they are set out.
Consequences: when students can make sense they can recall knowledge easily, apply it in variety of ways, rely on reasoning more and memory less, and solve unfamiliar problems.

CHANGE:

involves a continuum of experiences

Horu yott approach chonge?
Change is good

I can tolerate it

Change sucks!

What do you do tvlten tltere is a change?
Toleratc it
Embrace it
motivated
Stoic assimilation
Enthusiastic,

Reject it
Grieving, hostile

How competent do youfeel?
I'm already doing this

I'm starting to feel competent I'm lost

Feeling Competent

Growing Competence

Feeling incompetent

Your responses here affect your overall willingness lo:

persist,

continue, Iearn,

and improve,

Recognize these change over tinte and in response to
Keep this

dffirent

in mind when plonning your implententatiott.

circuntslances.

a

iifri

Aspects of

Hi

atical
$r€ncy

Strategic
Adaptive
Reasoning

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ISBN 0-309-06e9s-s

Interdependent
Mi cnonne Wood: Wcstern Mathcmatic s Consultant

LESSON MODEL:
Balanced instruction - 4 components in every lesson to promote mathematical literacl, l. Problem solving that is open ended
2. Understanding concepts- activities to corlnect leaming
3. Application of procedures - practice
4. Communication - oral and written to reinforce
Design is very much like a reading lesson with before, dwing and after activities

Explore,

Before

EXPLORE -

Show

& Share, Connect, Reflect, Practice

prior knowledge
- learning is a social activity
access

During

-

After

can raise achievement by 20% - connects prior to new
a shift in culture for math

Show what do you already know.
Learn what others already know.
vital that teacher not give answers here - instead ask a question back suggestions in teachers guide
observe what students are doing, saying

Show

& Share -

students explain what they did and why with others or class
validates taking risks - teacher doesn't have to have right answer creates shared knowledge

-

CONNECT - formal

class sharing of findings
opportunity to teach, correct, extend if needed
algorithms might be introduced here as another method

-

Reflect

-

students consolidate and represent learning

PRACTICE -

-

questions to be done in class to ensure understanding
Assessment focus question is used to evaluate all learning outcomes The one question that must be done before leaving.
Excellent source of information for planning next lesson

o
o

RESOURCES

(oll the bits):

TEXT BOOK
Open up tcxl to first l-attnch page: featurcs - explicit goals, vocab, visual Lesson 5
Explore - note the picture of two people if present
DON'T GIVE AN ANSWER FOR THIS
Show and Share
**NOTE; lesson focus at bottom of page
Connect - clariff thinking, concepts - Teaching portion
Practice - NorE logo of 'r,2,3' is the "Assessment Focus euestion" benchrnark to measure...
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