Educational Leadership Vol. 70 No. 4, Common Core Now What? we’ll take a look at Math and the Common Core. One of my all time favorite educators is Marilyn Burns, a math guru who knows math and how to teach kids. A classic math book I highly recommend to all math students and teachers is The I Hate Mathematics! Book, originally published in 1975. But I digress. Ms. Burns pens the article Go Figure: Math and the Common Core.
The CCSS for Math takes a new look at our old standards and challenges teachers (requires teachers actually)
to strengthen students’ numerical reasoning and mental math skills. There is a two-part structure to CCSS Math: Standards for Mathematical Practice and Standards for Mathematical Content, both equally important.
Mathematical Practice is the same across all grades while Mathematical Content is particular for each grade. There are eight CCSS Standards for Math Practice:
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.
The Math Content standards define what students should understand and be able to do. There are clusters and domains, all related, and specific to each grade level. There is no scripted program to follow, but teachers must build on what the student has learned.
Ms. Burns has developed the Math Reasoning Inventory (MRI), an online tool that helps teachers assess their students’ numerical proficiency. It focuses on the numerical skills and understandings required by CCSS for Math for students entering middle school. The MRI website provides, free of charge, complete instructions and support for administering these assessments with a library of over 80 videos that show students solving problems.
As with all the CCSS, the focus in Math is to “help all students develop enough mathematical expertise to be prepared for college or the workplace.”
Related articles:
Graphic from Flickr Creative Commons License Evelyn Saenz
Educational Leadership Vol. 70 No. 4, Common Core Now What? we’ll take a look at Math and the Common Core. One of my all time favorite educators is Marilyn Burns, a math guru who knows math and how to teach kids. A classic math book I highly recommend to all math students and teachers is The I Hate Mathematics! Book, originally published in 1975. But I digress. Ms. Burns pens the article Go Figure: Math and the Common Core.
The CCSS for Math takes a new look at our old standards and challenges teachers (requires teachers actually)
to strengthen students’ numerical reasoning and mental math skills. There is a two-part structure to CCSS Math: Standards for Mathematical Practice and Standards for Mathematical Content, both equally important.
Mathematical Practice is the same across all grades while Mathematical Content is particular for each grade. There are eight CCSS Standards for Math Practice:
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.
The Math Content standards define what students should understand and be able to do. There are clusters and domains, all related, and specific to each grade level. There is no scripted program to follow, but teachers must build on what the student has learned.
Ms. Burns has developed the Math Reasoning Inventory (MRI), an online tool that helps teachers assess their students’ numerical proficiency. It focuses on the numerical skills and understandings required by CCSS for Math for students entering middle school. The MRI website provides, free of charge, complete instructions and support for administering these assessments with a library of over 80 videos that show students solving problems.
As with all the CCSS, the focus in Math is to “help all students develop enough mathematical expertise to be prepared for college or the workplace.”
Related articles:
Graphic from Flickr Creative Commons License Evelyn Saenz
Mathematics instructors always show examples of correct work to illustrate mathematical ideas and how to use those ideas to solve problems. Ideally, students will generalize the relationships among elements of several problems and be able to handle anything similar. In this way, learning math has always been an imitative process. Because math students are trained by years of imitating teacher and textbook examples, some teachers hesitate to show students examples of incorrect work. However, showing students work produced by faulty logic and incorrectly applied algorithms can provide valuable opportunities to develop deep understanding of mathematical ideas.
Should you be worried, as a math teacher, that students will see incorrect work and later imitate the mistake? Will showing students something wrong only confuse them? Math educator Marilyn Burns writes, “Confusion is part of the process….The classroom culture should reinforce the belief that errors are opportunities for learning and should support children taking risks without fear of failure or embarrassment.” She suggests not only that seeing mistakes can build confidence, but also that there is opportunity for students to grow meaningfully in math understanding by analysis of such mistakes.
“The most powerful learning experiences often result from making mistakes,” says Deb Russell, a mathematics educator and consultant. She claims that introducing work with errors to students encourages them to consider why a method works, as opposed to stopping as soon as they see how the method works, deepening conceptual understanding as they develop computational and algorithmic fluency.
Children need their own space so that they can explore their talent and creativity. We, the parents should always stand beside to help them learning different things. We should teach them different subjects in different innovative ways so that they love to learn them.
Parents, especially mother is the best teacher in a child’s life. The way, she can guide a child, no other can! However, sometimes, it becomes hard for the parents to help children doing homework. In that case, they can take advantage of online tutoring services like tutorteddy.com.
This makes me feel better about showing incorrect work. I always thought students would learn from their mistakes, or those of others. At least the experts say so.
快樂，是享受工作過程的結果..................................................