2. Mathematics Proficiency-What does it mean? Make a list of what it means to be mathematically proficient. Share your list with a partner-what else would you add? Share your lists as a whole group. Can you come to a consensus?
3. Now, specifically for each group listed below, what does it mean to be proficient? For a teacher: For a student: For parents: For employers: How is proficiency for each category different? How is it similar?
4. Mathematical Proficiency This picture is a representation of mathematical proficiency as developed by the Committee on Mathematics Learning, established by the National Research Council at the end of 1998. This was a diverse committee of mathematicians, mathematics educators and policy-makers who reviewed current research. The result of this work was published in 2001 by National Research Council. (2001). Adding it up: Helping children learn mathematics. J.Kilpatrick, J. Swafford, and B.Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
5. Mathematical Proficiency For each of the next 5 slides that define the strands of proficiency, write at least one instance where you see this in your classroom or wish you could see this in your classroom. Share with partner, small group, whole group
Hinweis der Redaktion
Teachers need this ppt as a handout for continual reference during the activities-will also need HSCEâs from MDE for reference
Each teacher: makes a list of words that demonstrate âproficiencyâ-Share with partner, share with small group, share with whole group-record.THEN think about each listed point of view-do you need to add more words? Is there an overlap?
Background of this definition-use of the definition in the HSCEâs documents âAn assignment could be to read the section for each strand.
