Posts tagged ‘Mathematics Education’
Today, the Ministry posted the following news release: Ontario Providing Students with More Math Support: Students Benefiting from More Math Instruction, New Technologies.
I cannot tell if this is new news or a repeat of old news. As a reminder, here are 3 sites to review for information about math education/support/resources in Ontario:
Check ’em out! Rowan
PS Here is a French-language product now available on the TDSB Virtual Library. Check out NetMath https://www.netmath.ca/fr-on/ NetMath has activities in French corresponding to the Ontario Math Curriculum for grades 3 to 11. Create an account using your TDSB email address and then share the activation code with your students to get started.
Find NetMath on the Virtual Library
1. From the Virtual Library homepage, choose Français from the left-hand menu
2. In the Find by Title search box, type NetMath, and then click GO
3. The NetMath link should appear in the table below. Click on the NetMath link to create your account!
From their introduction:
“Inspiring Your Child to Learn and Love Math is a tool kit for parents. It provides modules with simple, but effective methods and materials for parents. It shows you how to get involved in your children’s learning, and offers guidance for working with students of different ages.
This Parent Tool Kit was developed by experts in mathematics education, with input and advice from parents and students. When families and educators join forces, students of all ages can experience greater success in their learning.”
Didja know that they also have an associated Twitter site called MathConnects.
Check it out! Rowan
OK, I admit it – I am a headline speedy reader and there are problems with that – not the least of which is that you miss important stuff, and it is easier to get sucked in by fake news ‘cos you don’t read the fine print or even all the print… Don’t ask me for details 🙂
So like me, and just in case you missed them too, you might want to check this out. On the EduGains math page, the left hand column includes a tab titled Paying Attention to. Open it up. This page includes the Paying Attention to, a series of Ministry-created documents in support of teaching mathematics, including algebra, fractions, proportional reasoning, spatial reasoning. Didja know that this page also includes a number of ‘adobe presenters’, recorded webinars in support of the different topics – the most recent one being on spatial reasoning?
In my defense, I really don’t think that they stand out very well on the page – a different colour, or point format might have made them more visible to this humble headline speedy reader who totally missed them the first time through – and was told!
If you teach math, you may want to review these. Make sure you have a copy of the relevant document before you open it up.
“Math anxiety: An important component of mathematical success” written by Erin Maloney, Jonathan Fugelsang and Daniel Ansari, was posted on the LearnTeachLead blog November 14, 2016.
From their conclusion:
“Math anxiety is pervasive among students, teachers, and parents. Given the very real negative impact that it has on students’ achievement, and the availability of easy-to-implement and cost-effective evidence-based strategies to help combat the negative impacts of math anxiety, it is critical that math anxiety be central to the discussion around why our students are not excelling in math.”
The article has an extensive resource list, too. For additional information on this topic, TDSB teachers can contact the Professional Library at (416) 395-8289 or email@example.com.
Check it out! Rowan
OECD. (2016). Ten Questions for Mathematics Teachers … and how PISA can help answer them. PISA, OECD Publishing, Paris, http://dx.doi.or /10.1787/9789264265387-en
- How much should I direct student learning in my mathematics classes?
- Are some mathematics teaching methods more effective than others?
- As a mathematics teacher, how important is the relationship I have with my students?
- What do we know about memorisation and learning mathematics?
- Can I help my students learn how to learn mathematics?
- Should I encourage students to use their creativity in mathematics?
- Do students’ backgrounds influence how they learn mathematics?
- Should my teaching emphasise mathematical concepts or how those concepts are applied in the real world?
- Should I be concerned about my students’ attitudes towards mathematics?
- What can teachers learn from PISA?
From the blog: “But teacher-directed strategies, and in fact all teaching strategies, work best when teachers also challenge students and encourage them to focus more on the process rather than the answer. These types of strategies, known as cognitive-activation strategies, ask students to summarise, question and predict – requiring students to link new information to information they have already learned and apply their skills to a new context where the answer to a problem is not immediately obvious or can even be solved in multiple ways.”
From page 1: … the more students are exposed to complex mathematics concepts and tasks, the better they perform on PISA applied mathematics problems (see PISA in Focus no. 63). A recipe to improve performance in PISA would thus be to make sure that all students are taught complex mathematics. But even this simple recipe can turn out half-baked if offering a more challenging curriculum to all students is not paired with greater and individualised support to struggling students.
From page 4: Giving all students similar opportunities to learn complex mathematics is a key strategy for tackling low performance and increasing equity. The difficulties and anxiety some students experience when facing complex mathematics should not be a reason to lower expectations, stream students who have not yet acquired certain skills into inferior mathematics programmes, or water down the content of instruction. Teachers need to have the resources, pedagogical tools and dispositions to teach heterogeneous classes effectively and provide additional support to struggling students. If teachers choose to differentiate instruction within their classes, they can opt for methods that do not segregate weak students further, such as flexible grouping.
You can also read the OECD Education & Skills Today blog on this release.
Check it out! Rowan
OMG! This was such an argument on the domestic homework front! Our kids would not write out the step by step process involved in solving a math problem – no wonder they would often get the answers wrong – usually because of a dumb mistake with multiplication or something. And because they did not show their work it took forever to discover where the problems lay. Tears! Gnashing of teeth!
Psychologist Marije Fagginger Auer, a specialist in Methodology and Statistics, in her thesis, shows that where lower ability grade 6 math students marks improved when they wrote out the full math calculation.
From the Universiteil Leider news release :
“Developments in maths teaching have resulted in greater emphasis on informal strategies, such as mental arithmetic. However, some students with lower mathematical ability may not be able to choose wisely between strategies. These students often opt for a risky approach to answering, without writing down their calculations. Boys are more likely to do this than girls. It appears that teachers have only limited influence on this choice, but there is something that can be done about it. If lower ability students have to write down their calculations, their performance is better. After training, these students are more likely to choose written calculations.”
In the ancient past, we always got marks for showing our work even the final number was not right – it saved me on a number of occasions.