Math, the Brain, and Readiness

AccuplacerAccuplacer  2012 Conference

Laura ReedWindham Regional Career Center

lreed@wsesu.org

Relevancy MotivationRelevancy           Motivation

• What math skills do they have?

• What math skills will they yneed?

What math skills do they have?What math skills do they have?

• Use their Accuplacer scoresUse their Accuplacer scores– Become familiar with the content of the three teststests

–Proficiency Statements for

•Arithmetic

• Elementary AlgebraElementary Algebra

•College Level Algebra (p.7‐9)

What math skills will they need?What math skills will they need?

What skills will they need?What skills will they need?

• ArithmeticArithmetic– ASVAB

Apprenticeships– Apprenticeships

– Tech Training, Police Academy

El t Al b• Elementary Algebra– Two year college 

• College Level Algebra– Four year college

What math skills will they need?What math skills will they need?

• Relate it to their Career Cluster• Relate it to their Career Cluster–What do the local colleges require g qfor that major?

V t T h Ch t ( 10 11)–Vermont Tech Chart (p.10‐11)

Provide a course sequence forProvide a course sequence for them to get these math skills

Technical Math 3

Technical Math 4

Principles of Mathematics

Arith+Alg>120

Arith>70Alg<50/79(See p. 12)

Math 3 Math 4

Principles of 

Mathematics for TechnologyAlg>79

Technical Math 4

pMathematics

Mathematics for Technology

College Level Technical Mathematics

Arith<70

Arith>70

Arith+Alg>120

ACCUP

College Level Technical Mathematics

Alg<50/79 Alg>79

ACCUPLACER

Principles of Mathematics

Mathematics for 

Arith+Alg>120

Secondary Technology

Alg>79

Level Courses

College Level

College Level Technical Mathematics

College Level Dual Enrolment Courses

Poverty and Brain FunctionPoverty and Brain Function

Stress HormonesStress Hormones

Working Memory

Time in PovertyTime in Poverty

Know your populationKnow your population

Rural Poverty Impacts Urban Poverty ImpactsRural Poverty Impacts

• VISUAL working memory – Isolation from people, 

Urban Poverty Impacts

• VERBAL working memory– Crime

technology, institutions

– Receive, give, and expect less help from social supports

– Overcrowding

– Excessive noise

– Stigma of poverty is greater

– Underemployment

– Persistent generationalMost funding is based on 

h f U b t– Persistent, generational poverty more common

– 47% of children in rural areas live in poverty

research from Urban poverty situations.

live in poverty

Make Instruction Effective

• Utilize Brain Research Findings

Make Instruction Effective

• Utilize Brain Research Findings• Poverty impacts working memory so

U h d i ith i l ti– Use hands on experiences with manipulatives

– Small groups

l bl l– Relevant Problem solving

– Practice skill until mastery is reached

• Transfers from working memory to long term

• Computer Aided Instruction

Use an Effective Teaching Model

•Hands On Manipulatives•Hands On – Manipulatives

•Career Cluster Applications•Career Cluster Applications •Opportunity for MASTERY•Opportunity for MASTERY

Hands on – Algebra Tilesk ( )Make a Key  (p. 13)

The Zero ConceptThe Zero Concept

Positive + Positive = ?Positive + Positive   ?

Negative + Negative = ?Negative + Negative   ?

Positive + Negative = ?Positive + Negative   ?

Positive + Negative = ?Positive + Negative   ?

The Concept of EqualThe Concept of Equal

3x=63x 6

Divide into 3 groupsDivide into 3 groups

x+2=7x+2 7

Subtract 2 from each sideSubtract 2 from each side

3x+4=73x+4 7

Subtract 4 from each sideSubtract 4 from each side

Divide into 3 groupsDivide into 3 groups

p. 14

National Library of VirtualNational Library of Virtual ManipulativesManipulatives

–AlgebraAlgebra

–Balance ScalesBalance Scales

–www.nlvm.usu.eduwww.nlvm.usu.edu

Use an Effective Teaching Model

•Hands On Manipulatives•Hands On – Manipulatives

•Career Cluster Applications•Career Cluster Applications   •Opportunity for MASTERY•Opportunity for MASTERY

Career Cluster ApplicationsCareer Cluster Applications

• Grouped by• Grouped by CTE programCTE program

• FOR EACH LESSON

• Hands on Math Labs• Hands on Math Labs

• Call CORD 800 231 3015800.231.3015

• cordcommunications.com

Career Cluster ApplicationsCareer Cluster Applications

• Groups students by • AssessmentGroups students by Career Cluster

• Emphasize technical

AssessmentWrite up should

– Explain Problem• Emphasize technical communication skills

Q li NOT

– Explain Solution

• Quality NOT Quantity of 

bl d

Turn to P. 15 ‐18You have ____ minutes to 

problems done work on your Application Problems in your Career Cluster Groups.p

Use an Effective Teaching Model

•Hands On Manipulatives•Hands On – Manipulatives

•Career Cluster Applications•Career Cluster Applications •Opportunity for MASTERY•Opportunity for MASTERY

Opportunities for MasteryOpportunities for Mastery

• Transfer easily to Accuplacer?• Transfer easily to Accuplacer?–Online Computer Aided Instructionp

–Covers same content

–Sequential and Scaffolded Mastery

Positive Rewards–Positive Rewards•Tracks Progressg

P i tiPrescriptiveRefresherInstruction

CollegeReadiness

Proficiencies

Skill-LevelDiagnosticReporting

Post Test to Evaluate thePost Test to Evaluate the Teaching Models

Hands On Manipulatives

C Cl t A li tiCareer Cluster Applications 

Opportunity for MASTERY

• Was it effective?

• Were there components that were SUPERWere there components that were SUPER effective?

• Track longitudinally to develop program• Track longitudinally to develop program