CCC-M Discussions (Year 1)

1. Successful strategies in my classroom

2. Math Concepts that Students struggle with in Elementary Cycle 3 and Secondary Cycle 1

3. Focus Group Discussions

  • Group 1: Decoding application problems / situational problems
  • Group 2: Motivation / Engagement
  • Group 3: Transfer mathematical knowledge to a variety of contexts


1. Successful strategies in my classroom (September 13, 2013)


Motivation
Discipline
Content Delivery
Technology
Classroom Organization
Student Support
Formative Assessment
  • Smartboard
  • Correcting anything that has been graded
  • “I got it light bulb pass” to help a friend
  • Challenge capsules for name in draw for Itunes gift card.
  • Algebra Jeopardy game.
  • Smartboards/ Ipads / Laptop / Computer time (Math websites)
  • Pass the baton math challenge
  • Splitting class up into centers & Students teach their group a particular concept
  • Exit cards: quick assessment
  • Repetitive routine throughout cycle
  • Smartboard
  • Correcting anything that has been graded
  • Creating a quiet and safe learning environment
  • Spiraling – seeing all topics repeatedly throughout year rather than one topic after another like a textbook. Use apps & site to teach
  • Visuals
  • Smartboard
  • Correcting that has been graded
  • L.E.S. topic match up – Focus on the LES’s that use the topic of study at the time
  • Pass the Baton Math Challenge
  • Splitting students up into centers / Students teacher their group a particular concept
  • Different media: IPad / Smartboard / Laptop
  • Smartboard
  • Reflex math
  • Algebra Jeopardy game
  • Centers
  • Stations / Centers
  • When students finish work there are manipulatives, board games, and hands on activities that require students to apply math concept we are focusing on
  • Visuals
  • Reflex math
  • Creating a quiet and safe learning environment
  • Challenge capsules once they are done work. Name in draw for Itunes gift cards
  • Splitting students into centers / students teach their group different concepts
  • Centers
  • Visuals
  • Smartboard
  • Splitting students up into centers. Students teach their group different concepts
  • Math reflex: Rotation of students using computers at recess / remedial time to practice basic math facts
  • Math dictionary / math journal
  • Slowing things down – not worrying about getting through your lesson plan
  • Correcting anything that has been graded
  • Pass the Baton math challenge
  • “I got it light bulb pass” to help a friend
  • Correcting anything that has been graded
  • Exit cards
  • Daily math practice

2. Math Concepts that Students struggle with in Elementary Cycle 3 and Secondary Cycle 1 (January 30, 2014)


(1) Arithmetic
  • Place Value – understanding the relationship between place values (10 100 is also 101 thousands)
  • Relationship between decimals and whole numbers (decimal notation and money – understanding what to do with extra place values)
  • % - relationship between fractions/decimals/percentages
  • Decimal numbers – whole vs. part
  • Finding % of a number
  • Percentages, decimals, ratios
  • LCM, GCF
  • Changing improper and mixed fractions

(2) Geometry/Measurement
  • Manipulating geometry tools in transformational geometry – using compass and protractor, dexterity
  • Understanding difference between area and perimeter
  • Understanding of square units vs. linear units
  • Metric conversions (decimals, different units), unit conversions other than metric
  • Volume and surface area of any shape other than cubes or rectangular prisms
  • Angles – interior/exterior angles, complementary, supplementary, bisector
  • Triangle theorem – rules with variables/unknowns, when numbers are absent

(3) Other
  • Transfer of skills from one concept to another, seeing connections between concepts
  • Remembering what area is once we start talking about volume
  • Understanding when to round even though they are proficient at rounding
  • Linking different concepts together within one operation/word problem
  • Applying concepts in situational problem contexts
  • Identifying the concept to do in a word problem


3. Focus Group Discussions (March 26, 2014)


(1) Group 1: Decoding application problems / situational problems

a. What strategies have you tried or are currently using in your classroom now to address this issue?
  • Used same problems with no numbers and focused on procedure. Forced students to think / approach problem from a different perspective.
  • Sheet of cue words/units that students can recognize from a large text to lead them in proper direction.
  • Focusing on the final answer (before) proceeding to steps. Working backwards.

b. After reflecting on your current practices, what questions do you still have with respect to the identified learning problem?
  • Getting kids to understand what answers are reasonable (frame of reference / interest)
  • Getting kids to write situational problems
  • Reading for content

c. Following your research, what are some strategies that are suggested to address this learning problem?
  • Solve then decode
  • Vocabulary instruction / familiarization
  • Vocabulary ↔ concept association
  • Graphic organizer

(2) Group 2: Motivation / Engagement

a. What strategies have you tried or are currently using in your classroom now to address this issue?
  • Flipping (videos)
  • Friendly competition
  • Incentives / rewards
  • Trying to make it relevant through real world exam

b. After reflecting on your current practices, what questions do you still have with respect to the identified learning problem?
  • When all fail.... what then?
  • How to you make them actually care about their learning?
  • How do you raise their self expectations?

c. Following your research, what are some strategies that are suggested to address this learning problem?
  • Goal setting
  • Self efficacy (What value do you put on learning math)

(3) Group 3: Transfer mathematical knowledge to a variety of contexts

a. What strategies have you tried or are currently using in your classroom now to address this issue?
  • Use a variety of examples, situations, applications
  • Present it through different media
  • Recall of topics throughout the year

b. After reflecting on your current practices, what questions do you still have with respect to the identified learning problem?
  • Even after all our strategies, the kids still block? Why? What is the missing link? (Maturity? cognitive development? expectation level?)
  • Summative exams: Do they reflect what has been taught throughout the year? Too many words? Memory?

c. Following your research, what are some strategies that are suggested to address this learning problem?
  • Math taps into multiple parts of the brain. It is important to find out what the problem is at an early stage. (simple 4+4 => symbols, vocabulary, concept)
  • To achieve a real mastery, maybe we need to lessen the quantity in exchange for quality
  • Bridge the gap between concept and situational problems
  • Distributive practice: small chunks / frequency - exercise parts of the brain