Elementary Mathematics Methods Inquiry Teaching and Learning
Elementary Mathematics Methods Inquiry Teaching and Learning EDU 296
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This 39 page Class Notes was uploaded by Ila Krajcik IV on Wednesday October 28, 2015. The Class Notes belongs to EDU 296 at Wake Forest University taught by Staff in Fall. Since its upload, it has received 13 views. For similar materials see /class/230755/edu-296-wake-forest-university in Education and Teacher Studies at Wake Forest University.
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Date Created: 10/28/15
Mawa mwm x m m m m mm amm T Du 0 n7 0 U S B H p G ecim 2113 A 39 December 10 2008 By Mary Kate Lyons EDU 296 Module Research Questions i e What are the most effective teaching methods for teaching fractionsdecimals that ead to the best math performance in these subject areas a What are the most effective teaching methods for teaching fractionsdecimals to low SES students in a high SE8 population of learners e Should decimals or fractions be addressed first when teaching fractionsdecimals for best math performance gather to answer these questions a Scholarly Journal Articles eWebsites a Discussion with cooperating teacher a Reviewing 5th Grade textbook a Discussions with 5th Grade Team Members 5 4th Grade NCSCOS gather to answer these questions a Scholarly Articles Learning to Teach Mathematics in the Context of Systemic Reform by SG Grant Penelepe L Peterson and Angela Shojgreen Downer Math The NotSoUniversal Language by Sean Cavanagh Teaching Mathematics for Understanding A Fifth Grade Teacher s Interpretation of Policy by Janine Remillard unit i a Referred to Jeurnal Articles e Talked to my coeperating teacher a Talked to team members a Referred to Pacing Guide a Referred to textbook 3 Referred to websites V What was the content of your unit l e NCSCOS 102 Develop uency in adding and subtracting nonnegative rational numbers halves fourths eighths thirds sixths twelfths fths tenths hundredths thousandths mixed numbers A Develop and analyze strategies for adding and subtracting numbers B Estimate sums and differences C Judge the reasonableness of solutions JPedagogical approaches that you di eTeaching in small group allows me to see exactly where my students stand and which concepts they do and do not understand a Relating to students lives allows the material to be more concrete a Information had to be presented in a specific manner to build basis of information learning l a Through both formal and informal assessment everyday 9 Begin unit with an informal assessment 9 End unit with a formal assessment Test a Every other day give students formal assessment quiz a On days without quiz informally assess students through behavior rubric V diverse learning groups and underrepresth l populations aTeaching in small groups a Centers for students to practice skills a Relating to students everyday lives e Manipulatives Paper and Pencil eAlternating between centers small group and whole group began teaching How did you know a knew that my students had an idea of what a fraction was and could draw one a My students were unaware of what prime and composite numbers were nor what a GCF was and a LCM were al conducted interviews with a wide range of students to gauge their level of understanding for good teaching content and practice i a Homework a Student questions a Student quiz scores a Reflections after the lesson like each day J aWorked in small groups with students a Manipulatives for each student a Games for students BINGO War Spinners a Graph paper Shde setting up their BMGO Students mple nglnime E meeting your dailyunit objectives a Student quiz grades a Reviewed quizzes for speci c misconceptions aTalked to students about questions they have a Reviewed students notes to ensure they were getting the correct information shs memhmw x mum m mm n mdm 4 a Amumdzupufnmdznmudaimu M unn 9 AWM Manmnnykni unwnbzrtmnssmmdnsnumr muww M 12 munmar bdw nmrmnrmmw Ign l 397 Th2 numbquot mm mm Km mam M Prnviar the man hw mmmm was 14Compasi1 39 w 1 I r 15mm 39 r r 3 u39v mun A quommg 3in z 5 A Nn n LL E mr 439 c chi1 M vur Pf L 4 husk l 39 n V g Mnk humbec quotMWquot 3955quot a v m WV wquot 39 r ATM kiwim Q quotWW Vquot Mi nu m 39Lwn Q Ar unber Mr S Shcnr 13 quot quotJH AEM 43 Ma cr 1mm 339YLLn L th WIS 0v mridvf 1090 rt cr 39c n m psoy Lo us den1171mm v 4quot r I 139 3 A l 39 xv xb39e HM s 5Mch as a 7 f Q ht My 1 W N H r 39quot W 7 9W r rmquot Lh lquot W w 39 ML HIM mt 1 quot 117 luak y W quot WIN 1 E WM HM z2121212121uuuuuuuuuuuuuuuuuuuuuz r 3 mm 444 92m v LLSE z 9quot a WW 9 99 v 02 2 L 9 2 m mom nv MOHS quotmum adama uonmuu m um Gm 9 am u 92 ts mam 39nv Max Malauuunmwmwwonmwnmgmm zrvtox mom 39nv MOMS mmquot 11 a munv quotmow um M F114 3 39Mn or 395u m m a sum uwMrw Mom W 4 u mm W yupi W 21 mu 0 a nwmmmus nmmMnmwn quailMun Mwo wuamm A vwmu Mumuw In5nxn u v V v 3quot We w 321 quot5 3 18 lo Muv v WtMMdmummnmuwn m n m mm M m Mu m um 1 mm a w uyunt ml run mow ALI wants I m IW 4 2 39hzy kn m 1da u the numbers ENGW ALL WDIKI 27 50 6 15 60 9 30 E 6 13 z w m mulwpl of quotI rumbas SHOW ALL WO Kl 5 to 4 xz 3v 5 12 3 u n W fmcliun as a mad rumba or a whale mmbu snow K7 16 14 ma 7 is 165 Jumboas an mpmpu fraction snow ALL wow la 1 V3 Ianu mewrunnunnnn VORKI ucfi n 2 5577 4 1636 x 4 w l km s s 122 sz data on your student performance a Pre Assessment 23 minute discussion about background knowledge on fractions with a variety of different students a 5 Question Homework Quizzes Given 2 3X a Week every other day a Reviewed homework with students a Took ALL student questions your student performance Cont a Behavier Rubrics to ensure students staying ontask on SmartPhone instruction l a Showed me what students understood and which steps students had trouble with e Could go over problems with students and knew which parts to focus on with them a Forced students to say which step of the problem they had trouble with so they could narrow it down for me for collection of data Instruction 3 In my informal assessment of my students the rubric was on my SmartPhone a Filmed my informal assessment of students with my SmartPhone e I had my phone out to be able to provide realtime assessment of my students such as writing down what students were telling me e Took pictures of student work to be able to refer back to later 9 Found it more dif cult to incorporate my SmartPhone into my instruction mathematical concepts because e I love simplifying fractions They re my favorite part of fractions Sheridan a 13 and 26 are the same thing Natalia a On the postassessment test I had seven students earn a 90 or better a They are now able to add unlike denominators by creating common denominators intended to teach Why or Why not a Intended to teach on fractions and decimals specifically focusing on addition and subtraction a Did teach fractions but focused primarily on GCF LCM and Equivalent Fractions What was the discrepancy l a Did not realize students had no concept of factors and multiples eTo create common denominators students had to master these concepts as well as GCF and LCM a It took my students much longer than I expected to grasp and master these concepts discrepancy l aThe lessons build upon each other e No concept of what prime composite factor or multiple were a My planning was not complete when thinking about the unit and what we needed to accomplish result of this experience I l e Importance of oreplanning 43 Putting myself in the place of my struggling students a Greater understanding of the different problems students might encounter a Emphasizing how dif cult this is and making sure that students ask questions if they don t understand something Resources l a Hackenberg AJ 2007Units Coordination and the construction of improper fractions A revision of the splitting hypothesis Journal of Mathematical Behavror 2747 a Peam CA 2007Using paper folding fraction walls and number lines to develop understanding of fractions for students from Years 58 Australian Mathematics Teacher 3136 a Charalambous and Pitta Pantazi CY and D 2006Drawing on a Theoertical Model to Study Students39 Understanding of Fractions Educational Studies in Mathematics 64 Resources Cont J a Grant Peterson ShojgreenDowner SG Penelope Angela 1996Learning to Teach Mathematics in the Context of Systemic Reform American Educational Research Journal 33 509 541 a Remillard J 1992Teaching Mathematics for Understanding A FifthGrade Teacher39s Interpretation of Policy The Elementary School Journal 93 179193 a Cavanagh S 2005Math The NotSoUniversal Language Education Week 24 13
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