Connecting Mathematical Practice to Content Foundational Unit 4
The significance of connecting mathematical practice standards to educational content in Unit 4, focusing on the importance of recognizing and integrating these standards to enrich student learning. Discover the rationale, implications, and objectives related to the Standards for Mathematical Practice in education.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
Connecting Standards for Mathematical Practice to Content Foundational Unit 4 Produced Under U.S. Department of Education Contract No. ED-VAE-13-C-0066 With StandardsWork, Inc. 2016
Three Key Advances Prompted by the CCR Standards 1. Focus: Focus strongly where the CCR Standards focus. 2. Coherence: Design learning around coherent progressions from level to level. 3. Rigor: Pursue conceptual understanding, procedural skill and fluency, and application all with equal intensity. 2
Standards for Mathematical Practice MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. 3
Unit 4 Objectives Connecting Standards for Mathematical Practice to Content Recognize the Standards for Mathematical Practice as important processes and proficiencies with long-standing importance in mathematics education. Understand how to recognize opportunities for observing the Standards for Mathematical Practice in the requirements of both standards and lessons. Develop an understanding of how to integrate the Standards for Mathematical Practice with content in lessons as a means to enrich student learning. 4
Rationale for the Standards for Mathematical Practice Relevance and Importance Based on the Research The Standards for Mathematical Practice rest on processes and proficiencies with established significance in mathematics education (NCTM and NRC). When Standards for Mathematical Practice are connected to content, deeper understanding can occur, enabling students to extend them to new situations (ACT National Curriculum Survey). Attention to the Standards for Mathematical Practice shifts the emphasis from just how to get the answer to also learning how to learn. 5
Implications of the Standards for Mathematical Practice on Instruction The Standards for Mathematical Practice are applied across all levels. Not all Standards for Mathematical Practice are appropriate for every lesson. Students need opportunities to experience all of the Standards for Mathematical Practice over the course of the unit or the level of study. 6
Hands-On Practice Now let s work with the Standards for Mathematical Practice. . . 7
Materials (Part One) Directions for Participants Worksheet: Matching Standards for Mathematical Practice to Content Standards Resource: CCR Standards for Mathematical Practice Resource: CCR Standards for Adult Education 8
Directions (Part One) 1. Carefully read the CCR Level B content standard on the worksheet. 2. Imagine a lesson that targets the standard. Then follow these steps: Use the code X to mark Standards for Mathematical Practice that are central to the lesson you envision. Use the code O to mark Standards for Mathematical Practice that support the lesson you envision. 3. Leave blank any Standards for Mathematical Practice that are not relevant to the lesson you envision. 9
Directions (Continued) 3. Working first independently and then with a partner, evaluate the relevance of each Standard for Mathematical Practice to the requirements of the content standard listed. 4. Discuss individual decisions and rationales at your table, including how the different types of lessons imagined would affect the relevance of a particular Standard for Mathematical Practice. Work Session 20 minutes 10
Materials (Part Two) Directions for Participants Worksheet: Enriching a Mathematics Lesson Resource: Math Lesson Equivalent Fractions Resource: CCR Standards for Mathematical Practice Resource: CCR Standards for Adult Education 11
Directions (Part Two) 1. Scan the lesson and make notes about how the Standards for Mathematical Practice might be observed in the activities of the lesson. 2. Use codes X and O to mark the central and supporting Standards for Mathematical Practice. Leave blank any Standards for Mathematical Practice that are not relevant to the requirements of the lesson. 3. Discuss individual decisions and rationales at your table. Work Session 60 minutes 12
Reflections What are some of the Standards for Mathematical Practice that you think are central to the lesson? What are some of the Standards for Mathematical Practice that you think might serve in a supporting capacity to the lesson? Why is it important to emphasize the Standards for Mathematical Practice at all levels of adult learning? 20 minutes 13
Next Steps How has participating in this activity changed your thinking about the CCR Standards? How will you use the information and understanding you have acquired to improve your teaching practice and student learning? What additional training and tools would strengthen your ability to do so? 14
