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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