Mathematics:Mathematics:Framework for ChangeFramework for Change

By Susan MuirBy Susan Muir

K-4 Math CoachK-4 Math Coach

Agenda• Changes in Mathematics• How is Mathematics Learned?

-short video clip• Creating a Mathematical Community in the

Classroom LUNCH• Resources- Components overview• Where can I begin? Focus strand: Patterning• Planning for instruction• Assessment

Dr. Florence GlanfieldDr. Florence Glanfield - 12 min. video - 12 min. video

• Framework For Change:Framework For Change:

• What is Mathematics?What is Mathematics?

• Why is the Teaching of Mathematics Why is the Teaching of Mathematics Changing?Changing?

Questions for Reflection Which perspectives of mathematics

outlined in the video most closely reflect your beliefs about Mathematics?

How do your beliefs influence your teaching?

How might your beliefs influence your students’ learning?

Reflections on Research in School MathematicsFlorence Glanfield

How is Mathematics Learned?

Annenberg Video Clip Surprises In Mind

Questions for Reflection How do we create classrooms that reflect

and respond to the emerging research about how mathematics is learned?

Think back to your educational experiences and curriculum changes that you have observed. Which changes have

come and gone? come and stayed? come, stayed and improved learning?

Reflections on Research in School Mathematics Florence Glanfield

Coffee Break

Climate and Environment:Creating a Mathematical Community in the Classroom

Group Meeting Area

Central to the life of any community is a group meeting area.

This is a place where every member gets together to learn what it means to be part of a community.

Using the Meeting Area

What do you think an effective meeting area

LOOKS LIKE? SOUNDS LIKE?

Questions??

Using the Meeting Area

To introduce a new mathematical concept with a guiding question

To brainstorm what students already know about a mathematical topic

To share a new manipulative and explore possible uses

To revisit a mathematical concept to reinforce a specific skill

Introduce a math centre Discuss difficulties arising from a

previous lesson The show and share stage of the

three part lesson modelPearson Math Makes Sense

Creating the Physical Environment

Desk Arrangement When students’ desks are

arranged in a group, the students become members of a unit and develop a sense of belonging.

The way you arrange your desks/ tables can vary, depending on how you teach and your preference.

Floor Plan

Storage of Materials

Math Word Wall

Math Journals

Math Tubs for Centres

Using a Variety of Manipulativesfrom the Environment

Math Mini Offices

Math at Home

Questions about Creating a Mathematical Environment

Lunch Break

After lunch: We will have a look at curriculum and

resource materials

Components overview Where can I begin? Focus strand: Patterning Big ideas/ Key Principles/ Planning for

Instruction Assessment

Components Overview

Teacher’s Resource Guide

Teacher’s Guide

Both Nelson And Pearson have CD-RomProgram Overview gives an in-depth look

at the program principlesPearson Kindergarten has

5 modules (units) Nelson has 4 modules: Patterning,

Number, Measurement, 3-D Objects. They are set up into 3 sections A,B,C(pg.12-13)

Grades 1-2

Pearson grade 1-2 has 7 modules (units)

Nelson has grade 1-2 has 10 modules (units)

Big Book- Poster Pack

Kindergarten Grade1-2 Pearson has posters

in a big book form where Nelson has posters in a box

Student Books

Student Books are not part of core components

Both Nelson and Pearson have student workbooks and little books, as well, games and music

Focus Strand : Patterning

What are the Big Ideas or Key Principles?

Spend a few moments in your group and read over the first few pages of the unit on patterning.

Be prepared to have a short discussion

Unit 1: Patterning

Kindergarten- Nelson Section A: Sorting Objects and Recognizing Patterns Around Us Pages 76-77 Teacher’s Guide Choose a lesson to look review Kindergarten-Pearson

------------------------------------------- Pearson- Grade One (Two)

Unit 1 Patterning Lesson 4: Translate A PatternPages 20-21 Teacher’s Guide

Nelson- Grade One (Two)Lesson 4 Pages 18-19 Teacher’s Guide

Reflection Questions

*Find the lesson outcome(s) in the curriculum

How does this lesson build on prior knowledge? How does it accommodate a variety of levels and learning styles? How is the problem presented to the children? Does the problem leave room for more than one strategy to solve? How is communication integrated into the lesson? What would you see the role of the teacher during the lesson? Are students given opportunity to clarify, refine, practice and apply

their thinking? If so how?

How would you evaluate this lesson?

Assessment

Rethinking Classroom Assessment with a Purpose in Mind WNCP

The book, which is available in English and in French, is organized into three sections: Setting the Stage provides background information about why assessment has moved

recently to the forefront and why it is important for educators in all positions to understand both the changes that are occurring in assessment and the implications of these changes for policy and practice. It includes an outline of three purposes of classroom assessment—assessment for learning, assessment as learning, and assessment of learning—and a vignette, which shows all three in action.

Three Purposes of Assessment provides a detailed description of the three purposes of assessment that form the framework for thinking about how to select or develop assessment tasks, how to use them, and how to communicate with students, parents, and others about them. Case examples from teachers in WNCP territories and provinces are included in each of the chapters of this section.

Next Steps suggests that rethinking assessment is a process of reflection, analysis, deliberation and new learning for educators. This process involves building individual and collective capacity and can be fostered at the level of the school, the district or division, and the province or territory. This section suggests ways that educators might engage in the process.

Taken from: page ix “Rethinking Classroom Assessment With a Purpose In Mind”

Planning Your Year

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•Have a Wonderful Year

Questions:Susan MuirMacdonald School