October 2011
Resource: What's Your Math Problem!?! by Linda Gojak
Reflection Question:
Chapter 1
How can you convince your students of the importance of problem solving when learning mathematics?
Resource: Strategies for Teaching Mathematics by Deborah V. Mink
Reflection Question:
Chapter 1
Which strategy or strategies do you currently use? Which strategy or strategies will you implement as a result of this training?
Math Blog for What’s your Math Problem!?! Chapter 1
ReplyDelete• Students best acquire a willingness to utilize math problem solving when contexts of problems include familiar experiences involving their lives or the world of work. By applying problem solving skills to their lives, student begin to see the importance of learning these skills.
• Research supports that not only does the interest level in math problem solving increase when lessons are centered on real-life problem solving so does achievement and understanding as well.
• Maybe students aren’t fans of math problem solving in school. They may question when they are going to actually use it in real life. Well, they may not be solving math problems all day at work, but employees have to do a lot of problem solving in business that can be related to what they learned in school.
• Explain to students that mathematical problem solving is required in any occupational field that requires higher education, such as computer science, electronics, engineering, medicine (doctors/nursed/pharmacists), trade/commerce analysts, accountants, educators, economists, CEO’s, ALL scientists, etc. In short, if a student is even considering a profession that requires a higher education, they need to be proficient problem solvers.
• Should employees choose a field where mathematics problem solving isn’t often required, in today’s uncertain world/economy, adults don't necessarily know what kind of job or career changes are awaiting them. An employee may be laid off and have to find a job of an entirely different kind. Even if involved in professions that would be considered manual labor, employees are required to utilize mathematical problem solving skills: all construction workers (carpenters, welders, road construction, small/large machine operators), mechanics, farmers, truck/taxi/bus drivers and assembly line workers.
Additionally, using real life applications can emphasize the importance of math and problem solving. Our fifth graders participate with the If I had a Hammer project through CSU. The students get a chance to use math in ways that they didn't even realize. It always a big hit with the students and they really begin to understand that we use math and problem solving skills every day.
Caitlyn Garner
Patti Pratt-King
Hannan Magnet Academy
Math Blog for Strategies for Teaching Mathematics Section 1
ReplyDelete• Although activities involving root words have often been used to determine the meaning of all content area vocabulary, the use of the “Root Word Tree” provides a much more engaging and rigorous means of arriving at the meaning of words. The suggestions for differentiating instruction using the “Root Word Tree” strategy will allow teachers to remediate and expand learning—meeting the needs of all learners.
• Comparing and contrasting is a strategy that is frequently used in class. In the “Alike and Different” strategy, it can be utilized as a means of improving mathematics vocabulary development. By working in groups, pairs, or as a class, students think and discuss how two mathematical terms are alike and different. This allows the students to connect and differentiate the terms. By naming the characteristics that are both similar and dissimilar, individual word meanings become more deeply engrained in students’ memories. The differentiation strategies are invaluable.
I think many of our teachers already use variations of these vocabulary strategies. I use the flip book strategy and fnding antonyms and synonyms and related words. I know that since our redelivery, many teachers are beginning to implement these strategies in their classrooms in new ways. I am planning to use the total physical response and the alike and different strategies in my own fifth grade class. I think these strategies really make these sometimes difficult to understand math terms more accessible.
Caitlyn Garner
Patti Pratt-King
Hannan Magnet Academy
I try to allow students to see if they can understand how to use reason and logic to solve math problems. Then they will be able to solve problems in their own lives usig the same strategies with a different situation
ReplyDeleteI try to relate it to the real world. If you are able to think locically about problems in Math and use a method to solve it. Whenever you're faced with a different problem you will rely on your ability to solve problems in Math by thinking of a plan or strategy to help you come to a reasonable solution.
ReplyDelete"Reflection Question: Chapter 1
ReplyDeleteHow can you convince your students of the importance of problem solving when learning mathematics?"
- I love using real life situations that the students deal with to relate problem solving in math. If students are trying to figure out how many days until Christmas, or how much a holiday party will cost, or any other problem that holds value to their lives I try to work as a class to come up with a resonable solution the the problem. We then discuss as a class how we came to a conclusion. We first thought of our delima. We talked through resonable solutions and weighed the best options. Then we discussed a plan to get from point A to point B. Then as we work through problem solving in math, I can refer back to "remember when we did ..... and we solved it by ....." The students then use that experience as a platform to working through the current problem at hand. I think the more the students see the relationship, the more they understand the importance and therefore value the process more.
"Reflection Question: Chapter 1
Which strategy or strategies do you currently use? Which strategy or strategies will you implement as a result of this training?"
- Currently I do not feel that I handle Vocabulary very well or effectively. I have always used vocabulary to parallel the content we are learning which helps but only touches the surface. For example, if we are learning about meansurement, we will use words like pint, quart, gallon, inch, foot, etc. Until our training though, I never stopped to think about the basic academic vocabulary in math that hinders a lot of our students. Words like "compute", "expression", and "variable" often trip up our students regardless of what content area we are currently studying. I noticed this recently when my class was taking their MAP test. A lot of students were getting stuck on a problem that involved something we have spent a lot of time on and I felt they should know how to work it out. When I later asked them what all the trouble was, they all said that they didn't understand one of the words in the problem. Because of that one word that I never thought to address, the students missed a problem they really knew how to work out.
As far as the strategies from the book that I will use, I think they are all useful. I personally like the vocabulary flip book and the alike/different strategies. I now have a strong belief that if students can understand the vocabulary involved in their math they will win half the battle.
Ian Allen / 5th Grade
River Road Elm.
My class and I try to tie in real world applications for our problems. Not too long ago, we were working on decimals and while driving I saw "39.9" posted as the price at a gas station. I took a picture and the next day our class discussed it and talked about how important place value is and how different 39.9 and 3.99 are.
ReplyDeleteI feel we work on vocabulary fairly well. We have a Word Wall that continually has new words added to it everytime we begin a new standard. I will try to add all of the strategies in. I plan on trying to play that matching game we did in the training. That could probably be integrated in several different standards.
Double Churches Elementary
I think that it is extremely important to help students make the connection of math to real life. One thing that I think I could do a better job of is to make the problems more immediately relative to my students. A lot of times "real life" problems in textbooks and other good sources involve situations that my students may not understand or relate to.
ReplyDeleteAnother point that I found interesting in chapter 1 was the suggestion that homework might consist of one rich problem rather than a set of exercises. This would require more effort in planning, but I think it would be worthwhile.
William Grant
Waddell Elementary
I agree with my Hannan colleagues. It is difficult for elementary students to make that connection to employment/careers. However, it is not so difficult to get them involved with something related to their lives. The GADoe webinars stress the importance of "problematic situations" vs. word problems. It is easy to observe student engagement when the teacher intentionally plans for problematic situations.
ReplyDeleteI was so excited to share the vocabulary strategies with our teachers. These can be used in any content area and any grade.
Cheryl Hampel, St. Marys
I think it is important for students to see that we as adults problem solve every single day. I think students need to know that problem solving is not isolated to a few problems in the math book, but that we problem solve all the time throughout the school day and througout life. I think by allowing students to see how we problem solve every single day we can encourage them to see the importance of problem solving in math and every day.
ReplyDeleteAmy Patrick
Forrest Road Elementary
Strategies for Teaching Mathematics by Deborah Mink
ReplyDeleteFrom looking at the strategies in Ch. 1, I don't currently use any of these strategies in the classroom; however, as an academic coach I will be looking for some of these strategies in the classrooms when I visit classrooms.
I loved all of the strategies in this section. I was so excited to share the vocabulary flip book with teachers as well as the total physical response activity. I really enjoyed the total physical response activity and think many of our children would really enjoy acting out math vocabulary.
Amy Patrick
Forrest Road Elementary
In considering 'effective math strategies', I'm anxious to see how math instruction morphs over the next few years. CCGPS and CCSS are going to necessitate that teachers allow students to constuct their own meaning for math and provide ongoing opportunities to apply what they 'know'. This includes the confidence to take risks that may lead to failures as well as successes. I'm concerned that we are overly anxious to link CCSS to the GPS in an effort to minimize teacher anxiety. Although this is a legitimate concern, maybe teachers need to practice the risk taking strategies we want students to embrace and look deeply for the changes that are going to move students toward more authentic learning. If math scores are a true indicator of what our students know, what we are doing isn't working. Convincing ourselves the future isn't that much different from what we are currently doing might not be in our or, more importantly, our students' best interest.
ReplyDeleteI agree that our children have a difficult time making the connection between mathematics and the real world. It is up to us to give them rich mathematical tasks. We need to present our students problems that apply to them and teach them the strategies to become good problem solvers. The basic skills will come with student discovery. It is so important that our kids realize that there is more than 1 way to solve a problem. We have to give them the opportunities to find that out for themselves.
ReplyDeleteJean Skibbe
Fox
"Reflection Question: Chapter 1
ReplyDeleteHow can you convince your students of the importance of problem solving when learning mathematics?"
Students need to see that problem solving is used in everyday life and not just a part of learning mathematics. The more real life experiences teachers can give students, the more they will apply and use the same strategies to solve other problems. Gojak says, "Problem solving is a key reason for learning mathematics. It is through problem solving that we can look at a situation, analyze it, and determine possible solution paths and reasonable solutions." Too many students do not think through problems and seek reasonable solutions. They are too quick to find an answer and move on. Gojak suggests that teachers help students persevere through problem solving using real life situations so they will see the connections to their own lives.
"Reflection Question: Chapter 1
Which strategy or strategies do you currently use? Which strategy or strategies will you implement as a result of this training?"
My teachers are starting to use math journals where students add vocabulary and problem solving examples to use as a resource in the clasroom and at home. The students can look back through the journal to connect new vocabulary to ones they already understand. I will share the vocbulary strategies from this chapter with my teachers.
Jackie Mumpower
Eagle Ridge & Allen
How can you convince your students of the importance of problem solving when learning mathematics? The main thing that I do is to try to show my students how problem solving impacts them in the everyday world. My students do not get a lot of experiences with their parents concerning how to figure things out that relate to them. Each day we begin with a problem that deals with some aspect of the curriculum and I try to put a new spin on it.
ReplyDeleteWhich strategy or strategies do you currently use? Which strategy or strategies will you implement as a result of this training?"
I currently use math journals with my students. I will expand my math journals to include definitions, pictures, and a practical application component as well as the problem.
Stenson
Muscogee Elementary
How can you convince your students of the importance of problem solving when learning mathematics?
ReplyDeleteI will use video games to convince my students that problem solving and mathematics are intertwined. I will tell them that every time they play a video game they are using mathematical problem solving skills and they must estimate, calculate, and plan the score they want in order to achieve the next highest score or beat someone else’s score.
Which strategy or strategies do you currently use? Which strategy or strategies will you implement as a result of this training?
The strategies I’m currently using for problem solving are drawing pictures, making charts, and reading the problem several times. I will implement the strategy of underlining key words.
Suzanne Butler
Fox Elementary