| Jill Perry |
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LEARNING TO READ MATHEMATICS, READING TO LEARN MATHEMATICS (PART I* AND PART II*) Reading and mathematics present many of the same challenges to students. If you want to help your students overcome these difficulties, this workshop can help! In this 2-part workshop, we will engage in activities that illustrate strategies such as building and activating background knowledge, becoming sensitive to the subtleties of text, coping with information overload, and using text supports. Key to these strategies is posing problems and questions and providing activities that open up mathematical “texts” to all students. *It is recommended that you attend both sessions. FROM THE GROUND UP: CONSTRUCTING UNDERSTANDING IN MATHEMATICS What’s all the buzz about constructivism, anyway? And what does it have to do with teaching and learning mathematics? If you are interested in discussing these questions and collaborating with others in activities that build on learners’ prior knowledge, involve multiple entry points, paths, and points of view, and place the experience before the naming (the conceptual before the symbolic), this workshop is for you! BECOMING YOUNG MATHEMATICIANS: DEVELOPING MATHEMATICAL HABITS OF MIND When you think about math, what comes to mind? Arithmetic? Fractions? Algebra? FOIL? Triangles and squares? Most of us tend to think about isolated skills and topics. When mathematicians think about math, they think about things like multiple ways of approaching problems, creating new mathematical “truths,” and justifying their findings. If we wish to help our students to develop as young mathematicians, we need to help them come to know mathematics as mathematicians know it. In this workshop, we will explore activities that will help us to help our students develop mathematical habits of mind and flourish as young mathematicians. STARTING WHERE THEY ARE: FORMATIVE ASSESSMENT IN THE MATHEMATICS CLASSROOM In an age of high-stakes testing, something critical is getting lost: the moment – the here and now. In this workshop we will explore multiple ways (like open-ended pre-assessments, anecdotal records, student self-assessment and self-reflection, and performance-based assessments) to capture the moment and use what we find out about students’ mathematical knowledge, understandings, and skills to guide instructional and curricular decision-making. REAL MATH GEEKS WEAR BIFOCALS: SEEING MATHEMATICAL WRITING AS PRODUCT AND PROCESS Focusing on “getting kids ready” for standardized tests has pushed mathematical writing into the realm of “classroom product” – a way to demonstrate understanding. In this workshop, we will refocus and look at writing as a way for students to negotiate meaning with themselves and with their peers. The activities in this workshop will engage you in writing to learn mathematics as we shift the focus from product to process (and back again) and discuss how to scaffold students’ writing through mathematical dialogue journals. Click here to download Jill Perry's handouts here . |
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