Math Education Concepts

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Quick and Dirty Guide to CCSS Math

Written For Tutors

In all my years of tutoring (20+) I have yet to go through one full year without a major issue arising, in mathematics education, that tutors have to face.  This year (and over the past few years) that issue has been Common Core State Standards (CCSS).  Many tutors want to know how to help their students when standards have changed, or become more uniform across states.  These changes have resulted in the development of mathematics curriculum and use of new texts in many school districts.  However, although many states have adopted the CCSS, the standards do not require a specific curriculum or text.  (This leaves the door wide open for companies to sell their products claiming to be aligned with the standards.)  To make matters more confusing, many districts can make their own decisions about what materials to use to teach their students.  This creates a struggle for many tutors: the materials changed suddenly, the expectations are higher for students, and parents can’t begin to explain why their child struggles with the content.

In light of this, I have good news… for tutors!  The standards are for teachers to worry about; your concern is helping your students learn the material being taught.  Below I listed a few tips/strategies for helping your students during the CCSS era.  Many of the tips here are not original or new, but may be more relevant to the expectations placed upon students as a result of the CCSS.  So, let’s get going…

Please feel free to add to these or modify them to accommodate your students’ needs.  I hope this is helpful and will alleviate some stress!

  • Help students think critically and analytically – higher order thinking is an expectation
  • The standards are for teachers to use during instruction – no need to feel compelled to include them in your instruction
  • Know and understand the standards so you can help your students – know what your students are expected to do and understand
  • Tutor with the same confidence you had before CCSS adoptions – students will trust you more if they feel you are confident
  • Get your students accustomed to justifying their answers – if your students can justify their answers, then, most likely, they understand the concept taught
  • Change the format of the problems so you can check for understanding – students should understand the concept behind the problem rather than just the procedure for solving it
  • Know the language used in the standards – encourage your students to use and know it as well
  • Speak positively instead of negatively about the standards – if you resist the change, so will your students, but they will hurt in the end
  • Don’t panic – or your students will panic as well
  • Relax – so your students can relax and learn

Resources:

  1. Common Core State Standards
  2. Common Core Math Standards
  3. National Council of Teachers of Mathematics (NCTM)
  4. National Research Council’s “Adding it Up”
  5. EdReports.org
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Concept-Based Learning and Math

Concept-based learning is not a new idea, but one that should get far more attention than what I’ve seen.  I recently found the following definition on “What Is IB?”

“Concept based learning is about big transferable ideas that transcend time, place, situation. Content just focuses on facts while concept focuses on making sense of those facts and the world around us. Content based teaching may not get beyond information transmission/superficial learning. Concepts are a way to organize and make sense of learning.”

When thinking about teaching and learning mathematics, concept-based learning makes the most sense.  Why? Situations change, contexts change, numerical values change, students change, etc.  If a concept is taught and learned, then changing the context or situation will not affect how to apply a concept.

I recently helped a student prepare for the math section of the upcoming SAT.  One question in the practice book showed the graph of a line with no numbers.  The question asked the student to select the equation of the line.  If the student knew the concept of graphs of lines (slopes, y-intercepts, etc.) then they would have been able to solve the problem easily.  They could determine whether the slope was positive or negative and whether the y-intercept was positive or negative.  Without the understanding of these concepts, the student was not able to answer the question.  Once I explained the concepts and details, then the student understood.

Concept-based learning should be a central focus when teaching mathematics.  Otherwise, students will continue to stumble over content when situations and contexts change.

What are your thoughts on concept based learning?


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Reading the Perimeter of a Rectangle Formula


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My Teacher Training Manual

Available on Amazon (Kindle Edition)

Available on Amazon (Kindle Edition)

I finally did it!  I wrote a teacher training manual several years ago and I finally published it on Amazon in Kindle edition this morning.

The manual was written for secondary math teachers of African American urban students (hence, the title).  This topic has always been dear to me as a student, parent, mentor, teacher, and educator.  The goal of the manual is to help teachers teach their students more effectively.  Oftentimes teachers enter classrooms with their own ideas about learning and neglect to think about their students’ ideas about learning.  This manual helps teachers view learning from a different perspective.  It also offers ideas and suggestions for applying some of the concepts written.

Although this manual was written with secondary math teachers in mind, it can be used across several curricula and grade levels.

Order your Kindle edition of this manual and share what you learn with your colleagues, staff, family, friends, and anyone else who will benefit from its contents.

Enjoy!

 


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Reducing Math Anxiety: What Can Teachers Do?

Reblogged: Reducing Math Anxiety: What Can Teachers Do?.