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Rescooped by MsRandall from Regrouping and Meaningful Math
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Making Math Meaningful

Making Math Meaningful | Math Coach | Scoop.it

"Dor Abrahamson, the University of California Assistant Professor of Cognition and Development is a math guy. I met him in a Skype video chat, when, in his inimitable animated fashion, he talked me through his theories about using manipulables to teach math and the significance of embodied learning. He went on to describe new technology he's using to help students embody ratio and proportion. I was impressed, not least by the sheer kinesthetic force of his enthusiasm, though I tried to impress on him how little I understood about math. As you see in the video, Dor is more than a funny, pumped-up professor. He is onto something profound about mathematics, something truly de-mystifying, especially for give-me-something-I-can-grab-onto kids like me, tip-toeing for the first time into the mysterious world of numbers" | via Edutopia


Via Todd Reimer, Jenee' Greenwood
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Jenee' Greenwood's curator insight, December 14, 2013 12:54 PM

"Mathematics is about making sense of the world," Don Abrahamson. The article and video presenting in this thread is extremely useful. We as teachers will need to help our students understand the formulas and understand why they are solving the problems the way that they do in order to make better sense of what they are doing. After being promoted to the next grade, you typically forget the formula you used to complete the math problem because you haven't practiced it, however; if you teach the logic behind the formula or the reasoning for why you are solving the problem this is making math relevant for the students and most likely will help them remember how to solve future problems. 

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A critique of Common Core math standards - Washington Post (blog)

A critique of Common Core math standards - Washington Post (blog) | Math Coach | Scoop.it
Thetribunepapers A critique of Common Core math standards Washington Post (blog) I recently posted a piece on the future of high school math education and the Common Core State Standards on math, which was the work of a coalition of mathematicians,...

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Math: Techniques and tools to implement Common Core State Standards

Math: Techniques and tools to implement Common Core State Standards | Math Coach | Scoop.it

If you teach math in one of the 45 states (or the District of Columbia) that have adopted the Common Core State Standards (CCSS), then you, like many educators, are working to align your curriculum with the new academic expectations. The CCSS continues to be a news item as implementation becomes more widespread. Developing a Common Core math curriculum means interpreting the standards in a way that makes sense to students and ensures they are given the tools they need to do well on the accompanying assessments, As you consider how to approach your Common Core math lessons, and think about professional development, keep these implementation techniques and tools in mind as well:


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What the NY Times Doesn't Know About Math Instruction

What the NY Times Doesn't Know About Math Instruction | Math Coach | Scoop.it

By Dan Willngham

 

"A New York Times editorial on December 6 called for improved math instruction, calling the current system “broken.” Although I agree we could be doing a better job of teaching math, the...


Via Mel Riddile
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Mel Riddile's curator insight, December 11, 2013 1:33 PM

"Most American teachers—like most American adults, including me--don’t have a deep conceptual understanding of math. They are a product of the system we are trying to change. You cannot teach what you don’t know."

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Deeper Learning in Common Core Math Projects

Deeper Learning in Common Core Math Projects | Math Coach | Scoop.it

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Jack Rudy's curator insight, December 17, 2013 2:18 PM

This article goes into the importace of making math meaningful to students. It uses two different takes on creating a math project. One is backwards planning and the other is forward planning. The forward planning process, teachers looked at the standards and worked to figure out a project that based around the standards. They created an interesting project to display all the stardards that were meant to be hit. The process that I enjoyed and thought is a great way to embrace common core was backward plannning. The teachers figured out the final product first. Once they decided what the product would be they then worked to adapt and connect the standards to the project. The students had to come up with their own Fermi Math problem. This engaged students because they had autonomy in their decision and then saw how the curriculum adapted to what they wanted to do.

Jack Rudy's curator insight, December 17, 2013 4:24 PM

I talked about this in the making math meaningful section but I feel that it has huge implications in the concept of homework as well. This article focuses on different structures of a classroom and how it is adapted to the common core. It talks about the assignments that are present within these classrooms. I feel that this would be a good use for homework instead of the basic math problems. Students can use the real world problem that they are trying to solve and use their time at home to do research and the work to bring back into the classroom. This would make the students homework meaingful and be able to relate the students problem to the content that they are working on.

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King rejects argument that Common Core standards are too difficult - Buffalo News

King rejects argument that Common Core standards are too difficult - Buffalo News | Math Coach | Scoop.it
King rejects argument that Common Core standards are too difficult Buffalo News Protesting teachers and parents make their views known about state's Common Core standards and testing as they picket outside WNED studios during forum featuring...
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How to Help Students Meet The Common Core Standards for Math #infographic

How to Help Students Meet The Common Core Standards for Math #infographic | Math Coach | Scoop.it

RT @mccoyderek: This Is How to Help Students Meet The Common Core Standards for Math http://t.co/aOKd01SlpD


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Who Says Math Has to Be Boring? | Editorial | NYTimes.com

Who Says Math Has to Be Boring? | Editorial | NYTimes.com | Math Coach | Scoop.it

American students are bored by math, science and engineering. They buy smartphones and tablets by the millions but don’t pursue the skills necessary to build them. Engineers and physicists are often portrayed as clueless geeks on television, and despite the high pay and the importance of such jobs to the country’s future, the vast majority of high school graduates don’t want to go after them.

 

Nearly 90 percent of high school graduates say they’re not interested in a career or a college major involving science, technology, engineering or math, known collectively as STEM, according to a survey of more than a million students who take the ACT test. The number of students who want to pursue engineering or computer science jobs is actually falling, precipitously, at just the moment when the need for those workers is soaring. (Within five years, there will be 2.4 million STEM job openings.)

 

One of the biggest reasons for that lack of interest is that students have been turned off to the subjects as they move from kindergarten to high school. Many are being taught by teachers who have no particular expertise in the subjects. They are following outdated curriculums and textbooks. They become convinced they’re “no good at math,” that math and science are only for nerds, and fall behind.

 

That’s because the American system of teaching these subjects is broken. For all the reform campaigns over the years, most schools continue to teach math and science in an off-putting way that appeals only to the most fervent students. The mathematical sequence has changed little since the Sputnik era: arithmetic, pre-algebra, algebra, geometry, trigonometry and, for only 17 percent of students, calculus. Science is generally limited to the familiar trinity of biology, chemistry, physics and, occasionally, earth science.

 

These pathways, as one report from the National Academy of Education put it, assume that high school students will continue to study science and math in college. But fewer than 13 percent do, usually the most well-prepared and persistent students, who often come from families where encouragement and enrichment are fundamental. The system is alienating and is leaving behind millions of other students, almost all of whom could benefit from real-world problem solving rather than traditional drills.

 

Click headline to read more and watch video clip--


Via Chuck Sherwood, Senior Associate, TeleDimensions, Inc
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Allison Pawlowski's curator insight, December 15, 2013 6:21 PM

The article mentions that the math curriculum has barely changed over the past 60 years, which is what has created the sense of meaninglessness that leads to boredom.  In my student interest surveys the majority of my students (12 out of 16 interviewed) said that they did not use math outside of school, and that math was not important in the real world.  The attitudes toward math that are common among students of all ages are why we need to make math meaningful again.  The best way to do that is by relating what we learn in math to a real-life example that will interest our students.

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Schools Tackle Common Core Math Standards with Blended Learning

Schools Tackle Common Core Math Standards with Blended Learning | Math Coach | Scoop.it
Four Oakland Unified School District schools have found success in utilizing blended learning models to enhance Common Core math standards integration.

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Web 2.0 and Common Core State Standards for Math

Web 2.0 and Common Core State Standards for Math | Math Coach | Scoop.it
Common Core State Standards for Math Web 2.0 Resources on Common Core Math curated by ROE SchoolWorks (Common Core State Standards for Math Web 2.0 Resources | @scoopit http://t.co/ewhBBNItxH)...

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Top Ten Apps for Common Core State Standards: Math - Smart Apps For Kids

Top Ten Apps for Common Core State Standards: Math - Smart Apps For Kids | Math Coach | Scoop.it
If you work in education, chances are good you know exactly what CCSS stands for! However, knowing exactly what to do with those Common Core State Standards is another thing entirely.
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Proceeding with caution (Transitioning to the Common Core, part 2)

In this blog series, we’re examining how five states—Arkansas, Colorado, Florida, Massachusetts, and New York—are approaching accountability in the transition to Common Core.


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