Carpenter Numeracy kickoff powerpoint

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Numeracy across the Curriculum: 

Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator

Why should I care about numeracy?: 

Why should I care about numeracy? Lack of student sensemaking in math Need for high-level consumer reasoning skills Math teachers cannot do it alone

A Problem-solving Approach to Studying Numeracy: 

A Problem-solving Approach to Studying Numeracy Numeracy is not well-defined Numeracy means different things in different places School v. life problem-solving

Five Articles Dealing with Numeracy: 

Five Articles Dealing with Numeracy Create 10 groups. Study assigned article and summarize. Create groups of five, with each member having read a different article. Present summaries.

Numeracy Concept Map: 

Numeracy Concept Map Refer to page 14 of handout. Based on discussion and study so far, create a concept map for numeracy. Present on chart paper.

Data Collection—Numeracy Surveys: 

Data Collection—Numeracy Surveys Refer to pages 4-6 of handout for numeracy surveys. Who should take each survey? Teacher Survey—all teachers Leader Survey—school leadership team Student Survey—several classes of students with follow up interviews

Data Collection—Course Placement and Performance: 

Data Collection—Course Placement and Performance Refer to pages 7-9 of handout. Other data to track AP Enrollment Math-intensive C/T program enrollment Postsecondary remediation rates

Data Collection—Current Best Practices: 

Data Collection—Current Best Practices Refer to pages 10-13 of handout. Which best practices are currently taking place? Which best practices could be goals for our school? Remember, there are best practices going on in every school. . .sometimes you have to look for them!

My School’s Current Status and Definition of Numeracy: 

My School’s Current Status and Definition of Numeracy Refer to page 3 of handout. As a group, complete the chart. Volunteers share one set of responses with another team.

Definition of Numeracy: 

Definition of Numeracy Refer to page 15 of handout for working definition. As a group, create your school’s definition of numeracy. Consult articles Consult concept map Refer to best practices

What is the best estimate of 2.62 x 196?: 

What is the best estimate of 2.62 x 196? 3 x 200 2 x 100 2.5 x 200 3 x 150

What is high-quality instruction?: 

What is high-quality instruction? Study article. What are the implications for my school? Math classes Non-math classes

What is the area of the rectangle below?: 

What is the area of the rectangle below? (rectangle with one side labeled 8 and another side labeled 3) Eighth-graders correct = 83%

What is the area of the rectangle below?: 

What is the area of the rectangle below? (rectangle with two sides labeled 8 and the other two sides labeled 3) Eighth-graders correct = 37%

Introduction to Problem-solving: 

Introduction to Problem-solving Study the defn of “question,” “problem” and “exercise.” Use OGT prep book Find an exercise. Find a problem. What are appropriate uses of the OGT prep book?

Transforming Math Problems: 

Transforming Math Problems Read article. What are implications for my school? Math classes Non-math classes

Slide17: 

Traditional: We are investing $1,000.00 at 5% for 5 years compounded semi-annually. How much money would you make? Revised: We are investing $1,000.00 for 5 years 5% compounded semi-annually 4.9% compounded quarterly 4.75% compounded continuously Which would you choose if you were doing the investing? Explain.

Slide18: 

Traditional: A certain machine produces 300 nails per minute. At this rate, how long will it take the machine to produce enough nails to fill 5 boxes of nails if each box will contain 250 nails? Revised: Determine the time for filling 5 boxes of nails containing 250 each, given the rate at which nails are produced. Describe the procedure you would use to determine this time.

Slide19: 

Traditional: What is the probability of drawing a blue marble from a bag containing 3 green, 5, yellow, 6 blue and 10 yellow marbles? Revised: How many blue marbles would you need to add to the original bag of marbles to make the probability of drawing a blue marble 0.5?

Slide20: 

Traditional: Find the circumference and area of a circle with a diameter of 15 feet. Revised: You are VERY hungry. Given a choice between a 12” round pizza or a 12” square pizza that would cost the same, which would you choose? Defend your choice.

Creating a Differentiated Math Classroom: 

Creating a Differentiated Math Classroom Read article. What are the implications for my school? Math classes Non-math classes

Mastery math students. . .: 

Mastery math students. . . Want to . . . learn practical information and set procedures Like math problems that . . . are like problems they have solved before and that use algorithms to produce a single solution Approach problem solving . . . in a step-by-step manner Experience difficulty when . . . math becomes too abstract or when faced with non-routine problems Want a math teacher who . . . models new skills, allows time for practice, and builds in feedback and coaching sessions

Understanding math students. . .: 

Understanding math students. . . Want to . . . understand why the math they learn works Like math problems that . . . ask them to explain, prove, or take a position Approach problem solving . . . by looking for patterns and identifying hidden questions Experience difficulty when . . . there is a focus on the social environment of the classroom (e.g. on collaboration and cooperative problem solving) Want a math teacher who . . . challenges them to think and who lets them explain their thinking

Self-expressive math students. . .: 

Self-expressive math students. . . Want to . . . use their imagination to explore mathematical ideas Like math problems that . . . are non-routine, project-like in nature, and that allow them to think “outside the box” Approach problem solving . . . by visualizing the problem, generating possible solutions, and exploring among the alternatives Experience difficulty when . . . math instruction is focused on drill and practice and rote problem solving Want a math teacher who . . . invites imagination and creative problem solving into the math classroom

Interpersonal math students. . .: 

Interpersonal math students. . . Want to . . . learn math through dialogue, collaboration, and cooperative learning Like math problems that . . . focus on real-world applications and on how math helps people Approach problem solving . . . as an open discussion among a community of problem solvers Experience difficulty when . . . instruction focuses on independent seatwork or when what they are learning seems to lack real-world application Want a math teacher who . . . pays attention to their successes and struggles in math

Team Planning: 

Team Planning Role of the Numeracy Leader (p. 16) Getting Started (p. 17) SMART Objectives, Action Plans (pp. 18-20) Specific Measurable Action-oriented Realistic Time parameters included

Sample Numeracy Objectives: 

Sample Numeracy Objectives Increase problem solving. Add one extended response item to every end-of-unit exam. Meet as a vertical team of math teachers each month.

Homework/Next Steps: 

Homework/Next Steps Recommended Readings and Web Resources (pp. 21-25) Page 26 Implement action plan Study one of the listed articles

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