Transcript Promoting Positive Attitudes Towards Mathematics and Improving

Promoting Positive Attitudes
Towards Mathematics
and
Improving Quantitative Literacy in
Education
By Dilhani J. Uswatte
Berry Middle School
April, 9, 2010
What do the following have in
common?
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Eating your vegetables
Exercising
Doing your taxes
Math
“Fun theory”, anyone?
Imagine if…
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Kids enjoyed math and wanted to do it
They “got it”
Students were persistent problem solvers
Students could find multiple solutions
Kids did not complain about writing in math
…come to Rm 113 at Berry
My objectives:
• Build positive attitude toward math
• Allow students to see they can “get it”
• Make students believe we are mathematicians
who find multiple solutions, celebrate our
mistakes, and can create new problem
• Encourage them to pursue math at a higher level
• Prepare students for an uncertain “21st century”
At the beginning of this year President Obama
pledged to improve American students’
performance in math and science. “Make no
mistake: Our future is on the line,” he said. “The
nation that out-educates us today is going to outcompete us tomorrow.” Each day the importance
of educating the American People only grows.
With a struggling economy and jobs increasingly
moving overseas–improving our children’s math
and science education is crucial to maintaining
our competitive role in the world economy.
The 21st century learner must have the
following skills (Wagner 2008):
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Critical thinking and problem solving skills
Collaboration and Leadership
Agility and Adaptability
Initiative and Entrepreneurialism
Effective Oral and Written Communication
Access and Analyze Information
Curiosity and Imagination
General teaching strategies:
• Work in groups
• Take turns being leader, learner, listener,
facilitator (e.x. homework analysis)
• Be open to suggestions ( See “can” and exit slips)
• Build on existing knowledge and use real-world
problems ( see student work BEFORE linear
equations were taught)
Promote technology and creativity
• Example of student work that connect math to
real-life
Incorporate movement
• See examples from “Valentine’s Day Math Fair”developed by math student leaders
Encourage making deeper, multiple
connections ( GBMP):
• Use open-ended pattern problems
• “ The ability to recognize patterns is the key to
mathematical thinking. Patterns are basic to the
understanding of all concepts in mathematics.
Searching for patterns is a way of thinking that is
essential for making generalizations, seeing
relationships, and understanding the logic and
order of mathematics.” ( Marilyn Burns)
“Traditional” pitfalls:
• Material not taught in depth
• Learner is not encouraged to make connections
• Exercises are “mindless”…just follow the
examples
• Lessons are “rule-based” not “thinking-based”
Use multiple representations:
• Geometric ( build the next two steps)
• Tabular ( create a table of values and look for
patterns)
• Graph ( plot the data points)
• Verbal ( use words to explain the pattern you
see)
• Algebraic ( Can you develop an equation?)
(All types of learners benefit from this
approach)
The “Jail Cell” problem
(a.k.a Cow Pens)
• You are to build a minimum security jail cell that
will require a different amount of bricks
depending on the number of prisoners. Write a
construction report that is general enough such
that the construction company can build a jail
cell for any number of prisoners.
1 person
2 person
3 person
1)Draw the next two steps
2 How many blocks are needed for 10 prisoners? 100 prisoners?
Any number ( n) prisoners?
3)Describe the patterns you see in a table and graph
4) Can you develop an algebraic equation?
5) Can you solve the problem another way?
6) What would your construction instruction report say?
Am I on the right path?
• ARMT scores continually rising ( from 86 to 93%
last year)
• Student feedback:
“I actually like math!”
• “ I loved the open-ended questions. They really
helped me with making connections and explaining
my work more thoroughly.”
• “Fun Fridays are so cool. They allow you to go
outside the box, break down the barriers of your
mind, and explore math and apply it in totally new
ways. Mrs. Uswatte rocks ”
To improve quantitative literacy, we
must:
• Set the right attitude and create “buy in”
• Continually find ways to make lessons engaging
• Relate to real-life and build on natural math
skills
• Use activities that are open-ended and require
students to make deeper connections
Words of wisdom from my
students:
• “Education is food for your mind. If you don’t
eat now, you’ll die.” Hunter, age 13
• Education is the training wheels on the bike ride
of your career.” Kellan, age 13
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Then let US provide a nourishing meal and not junk.
Let us ensure those training wheels give full support to
pursue careers in math/science related jobs.
Homework: Exit Slip
• If you will, please take a moment to tell me one
or some of the following:
a) What did you learn today?
b) What will you take away from this
presentation?
c) Do you have any ideas or suggestions you
would like to share?
Contact Information:
Dilhani Uswatte
Berry Middle School
4500 Jaguar Drive
Hoover, Al 35242
Tel: 205-439-2000
Fax: 205-439-2001
Email:[email protected]
References
• Wagner,T. ( 2008). Rigor redefined.
Educational Leadership, 66(2), pg.20-25.