3. I just can never do Math! My brain just doesn’t get Math. Mrs. Jones said that I’d never be good in Math. I memorized how to do it, but now I can’t remember. None are true!
4. Overcome Math Anxiety 1. Q uality teaching requires a positive attitude . 2. Teach for u nderstanding! 3. A ssure students that mistakes are normal. 4. Share your l ove of math with enthusiasm. 5. I nitiate student practice with ongoing assessment. 6. Differentiate your t eaching. 7. Y earn for student success! Quality
5. 1. Q uality teaching requires a positive attitude! Overcome Math Anxiety Top 6 Keys to Being a Successful Teacher by Melissa Kelly ( http://712educators.about.com/od/teachingstrategies/tp/sixkeys.htm ) All teachers must have a positive attitude and the belief that you have the ability to achieve it.
7. 2. Teach for u nderstanding! Overcome Math Anxiety Classic example: Teaching about More later
8. 3. A ssure students that making mistakes are the best way to learn. Overcome Math Anxiety Honor your mistakes! You learn more from failure than success: in business, in athletics, and in math!
9. 4. Share your l ove of math with enthusiasm & a sense of humor. Overcome Math Anxiety 3 in. 4 in. x Find x
10.
11.
12. 5. I nitiate student practice, with ongoing assessment Overcome Math Anxiety 9 Principles of Good Practive for Assessing Student Learning ( http://ultibase.rmit.edu.au/Articles/june97/ameri1.htm#9 ) “ Assessment works best when it is ongoing”!
13. 6. Differentiate your t eaching. Overcome Math Anxiety Differentiated teaching is a process which includes planning curriculum aims, teaching strategies, resources, teaching methods and ways of interacting with students while giving special consideration to: 1) differentiation between students according to ability; 2) the different ways students learn; and 3) the different speeds at which students learn. (http://www.doctorgus.net/ClassroomDifferentiated.htm) Internet4Classrooms - http://www.internet4classrooms.com/di.htm How to differentiate Instruction - http://www.teachnology.com/tutorials/teaching/differentiate/planning/
19. Yes, word problem can be used to foster an understanding of various mathematical topics.
20.
21. Overcome Math Anxiety 1. Q uality teaching requires a positive attitude . 2. Teach for u nderstanding! 3. A ssure students that mistakes are normal. 4. Share your l ove of math with enthusiasm. 5. I nitiate student practice with ongoing assessment. 6. Differentiate your t eaching. 7. Y earn for student success! Quality Now, a little more about this.
22. Without using any numbers and also without using the words “multiply”, “divide”, or “ratio”, describe exactly what the symbol means. An example of teaching without understanding
23.
24.
25. And now at the university level… The one correct answer came from a PE major… he had a high school teacher who was passionate about his students understanding
26. Our friend... … is simply how many times the diameter a circle will fit around it’s circumference.
27.
28.
29. Now about the area... If they can’t remember if the area is r 2 or 2 r, ask them to think about the area of a rug…. Does it have dimensions of sq. ft. or just ft? Discuss that areas always involve squared dimensions... A r 2 Show why the area must be less than 4r 2 ? As always, best to allow each student to discover the formula for himself or herself!
30.
31. Now the grouped figure looks like this... Which closely approximates the appearance of a parallelogram of the same area…. The more sections originally cut from the circle, the closer is the approximation.
36. Charts can be good, but would the average student understand the trend here… especially without being involved in the calculations? Number of sides of polygon Perimeter Area 4 5.66 r 2.00 r 2 6 6.00 r 2.60 r 2 8 6.12 r 2.83 r 2 10 6.18 r 2.93 r 2 20 6.26 r 3.09 r 2 30 6.27 r 3.12 r 2 100 6.28 r 3.14 r 2
37. Don’t just read through this intro… instead have students do the measurements! Addison-Wesley Mathematics , 1987 What’s wrong on this page? 53589
38. Texts always seem to put the applied sections at the end! Why? ~ Try starting with it instead! Why not do this 1st?
39. The text reinforces that problems are hard by putting them at the end. #20 & 21 Are basic to understanding
43. π may not be rational, but it is understandable!!!
44.
45.
46. Simple charts can show trends How many gallons of 50% antifreeze must be mixed with 80 gallons of 20% antifreeze to get a mixture that is 40% antifreeze? Gallons of antifreeze Concentra'n x .50 80 .20 x + 80 .40 .50*x + .20*80 = .40 * (x+80)
47. Moral of the story… do all you can to enhance student understanding! Work forward Work backwards Estimation “ The philosophical and theoretical view of knowledge and learning embodied in constructivism offers hope that educational processes will be discovered that enable students to acquire deep understanding rather than superficial skills .” (Blais, 1988)
