PST201F

Five process standards Problem solving

o -Reasoning and proof
o -Communication
o -Connection
o Representation
Six shifts
o Creating an environment equal opportunity to learn
o Focusing on balance of conceptual and procedural
fluency
o Active engagement in 5 NCTM standards
o Using technology to enhance understanding
o Incorporating multiple assesments aligned with instr.
Goals
o Helping students recognise power of sound reasoning
What does it mean to do mathematics? Means generating
strategies for solving problems, applying those approaches,
seeing if they lead to solutions, and checking to see if your
answers make sense.
Constructivism-rooted to Jean Piagets work, learners are not
blank slates but rather creators of their own learning.
Intergrated networks or cognitive schemas are both the product
of constructing knowledge and the tools of which additional
knowledge can be constructed. As learning occurs these
netowrks can be rearranged, added to, or modified.
Reflective thought effort to connect existing ideas to new
information.People modify their existing schemas to incorporate
new information. Assimilation- new idea fits in with prior
knowledge, expand current network. Accommodation-new
concept doesnt fit in, revamp or replace existing network.
Encourage multiple approaches, build opportunities for reflective
thought,build new knowledge from prior knowledge,engage students in
productive struggle.

Understanding- defined as the measure of the quality and

quantity of connections that an idea has with existing ideas.
Relational understanding-knowing what to do and why.
Instrumental understanding-doing something without
understanding.
Five representations of mathematical ideas
o Pictures
o Written symbols
o Manipulative models
o Oral language
o Real world situations
Conceptual understanding-Knowledge of relationships or
foundational ideas of a topic.Comprehension of math concepts
operations and relations
Procedural fluency-knowledge and use of rules in carrying
out mathematical processes Skill in carrying out procedures.
Strategic competence- ability to formulate , represent and
solve math problems.
Adaptive reasoning-capacity for logical thought, reflection.
Did I do it right?
Productive disposition-Can do attitude,see mathematics as
wonderfull, sensibleand belief in ones efficacy.
Benefits of relational understanding
o Less to remember
o Effective learning of new concepts and procedures.
o Increased attention and recall.
o Enhanced problem solving ability.
o Improved attitude and beliefs.
Teaching for problem solving-Teaching a skill so a student
can later solve.
Teaching about problem solving-teaching how to problem
solve,teaching the process or strategies.*
Teaching through problem solving-Learn mathematics
through real contexts, problems situations and models.
*Understand the problem
 Devise a plan.
Carry out the plan
Look back.

Problem solving strategies

Draw a picture, act it out ,use it as a model
Look for a pattern
Guess and check
Make a table or chart
Try a simpler form of a problem
Make an organised list
Write an equation.
A problem is defined as any task or activity for which the students have
prescribed or memorised rules.

Before phase of a lesson

1. Activate prior knowledge
2. Be sure the problem is understood.
3. Establish clear expactations.

During phase of a lesson

1. Let go
2. Notice students mathematical thinking
3. Provide appropriate support
4. Provide worthwhile extensions.

After phase of a lesson

1. Promote a mathematical community of learners
2. Listen actively without evaluation
3. Summarise main ideas and identify future problems.
Why is it better for students to tell or explain than the teacher?
Firstly, students are grounded in their own understanding. Second, as
students communicate there math ideas there solidify their
understanding. Third, there are implications for creating a community of
learners. Students will question peers but not teacher.
Groupwork-individual accountability,shared responsibility,

Practise-different problem based tasks or experiences spread

over numerous class periods, each addressing the same basic
ideas.
 Provides an increased opportunity to develop conceptual ideas and
usefull connections
Alternative and flexible strategies.
Greater chance for students too understand.
Clear message maths is about figuring and making sense.

Drill-refers to repetive non problem based exercises designed

to improve skills already acquired.
Provides increased facility with procedure-only a procedure already
learned.
Review of facts or procedures so they not forgetten
Limitations focus on a singular method and an exclusion of flexible
alternatives.
False appearance of student understanding.
Rule orientated or procedural view of mathematics.]
Transmission of knowledge or show and tell approach:
The definition of transmission is to pass something on from one place or
person to another. In the past, a traditional approach ignored the
students mental level of interest that is the learners developmental level
to understand the learning content. Not all learners are on an equal level
of understanding. Furthermore, the traditional approach followers
assumed that there is a fixed body of knowledge that the student must
come to know; therefore, it is up to the educator to transfer /
(transmission) what they know to the learners. Students are expected to
blindly accept the information they are given without questioning the
instructor. The teachers role is to transfer thoughts and meanings to the
passive student leaving little room for student-initiated questions. In the
case of the show and tell approach, too often, learners are passive. They
are given rules or examples that they are unable to use their
mathematical skills to solve real-world problems. They rarely create
mathematical ideas for themselves, but rather they depend on the
teacher for direction. Over time, they may come to believe that they
cannot do mathematics themselves.

Assessment-process of gathering evidence about a students

knowledge of, ability to use and disposition towards maths and
making inferences from that evidence.
Why we assess-
Monitor student progress
Make instructional decisions
Evaluate learner achievement
 Evaluate programs

What should we asses- Conceptual understanding and procedural

fluency.

Strategic competence and adaptive reasoning. Productive disposition.

Rubric -framework that can be designed or adapted by the

teacher for a particular group.
Performance indicators-task specific statements that
describe what performance look like at each level.
3 basic ways to use formative assessment to evaluate
understanding-observation,interviews and tasks.
Assessment tools for gathering evidence on knowledge and
ability-tests,diagnostic interview
Assessment tool for gathering evidence on learners disposition-
student self assessment- observation,interviews and journals

Fractions- fractions are difficuilt because there are many

meanings.Written in an unusual way. Instruction does not focus
on conceptual understanding of fractions. Over generalise
whole number knowledge.
Models -length , area , set.
Benchmarks- important reference points which are used to
compare the relative sizes of fractions through estimating,
ordering and placing them on a number line. Benchmarks are
reference points which help to gauge information about the
fraction, the most important being, 0; ; and 1
Algorithm is a step-by-step solution to a problem. It is like a
cooking recipe for mathematics.

Geometry-
Van hiel levels
Level 0 visualisation- shapes and what they look like.
Level 1 analysis-classes of shapes rather than individual
shapes.
Level 2 informal deduction properties of shapes.
Level 3 deduction-relationships between properties of
shapes.
Level 4 rigor deductive axiomatic systems for geometry.

Characteristics of levels
Products of thought at each level are the same as the
objects at the next level
Levels are not age dependant
Advancement through levels need geometric experiences.
When instruction or language is higher level than the
student they will not understand the concept .
Eulers formula: V + F -E = 2 definition of a prism is :