In an effort to assist teachers as they design lessons that are targeted to the Virginia standards and engage students in meaningful learning activities, the Virginia Department of Education’s math department has recommended some resources to be used in the implementation of high quality math instruction. Research The most important requirement of student achievement… Read More Learning is Essential: Resources for Providing Students Access to Quality Math Instruction
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Using Math Performance Taks To Inform Instruction
By presenting students with open performance tasks, and then examining their work by listening and observing, the teacher makes assessment part of daily instruction. Rather than being a task done quietly, alone at a desk, performance tasks allow students to learn math content by using math process tools Research Children need to experience mathematics as… Read More Using Math Performance Taks To Inform Instruction
Hands On Numberlines that Develop “In the Head” Number Sense
Developing number sense, by moving students from basic counting to place value and operations, develops gradually through exploration with numbers as well as models that represent those numbers in a concrete way. Manipulatives and representations of number lines can assist students as they develop the ability to picture them abstractly in their heads. Research… Read More Hands On Numberlines that Develop “In the Head” Number Sense
Closing the Virginia Mathematics SOL Achievement Gap
With the implementation of Standards-based IEPs, there is a heightened awareness of the math content, as well as raised performance expectations for students with disabilities as general and special educators collaborate on the behalf of students. Mathematics graphs, represent a trend toward closing the achievement gap that exists between subgroups and across grade levels beginning in… Read More Closing the Virginia Mathematics SOL Achievement Gap
Designing Instruction That Moves Students Toward Grade Level Math Standards What Does It Look Like in the Classroom?
To design instruction that allows a diverse class of students to move toward grade level standards, Marian Small (2009) suggests two core strategies. First, use open questions. Secondly, use parallel tasks, that are designed to meet the needs of students at different developmental levels. Research Confident, engaged math students are contributors to classroom discourse because… Read More Designing Instruction That Moves Students Toward Grade Level Math Standards What Does It Look Like in the Classroom?
M3 Making Mathematics Meaningful
Learners acquire and store knowledge in two primary ways: linguistically (reading or hearing), and nonlinguistically (i.e. visual imagery, kinesthetic or whole-body modes). The more students use both systems of representing knowledge, the better they are able to think about and recall what they have learned. Learners acquire and store knowledge in two primary ways: linguistically… Read More M3 Making Mathematics Meaningful
