Common Core Math Training

June 17-21, 2013

Some Thoughts About Teaching and Learning

Mathematics

Math Myths That Many of Our Students Believe• Boys are better at math than girls.• Math requires logic, not intuition.• Math is not creative.• It is more important to get the right answer than to

understand the problem.• It’s important to get the answer exactly right.• There is a best way to do math problems.• Some people are “math people” and others aren’t.• Mathematicians do problems quickly, in their heads.• Math requires you to memorize a lot of stuff.• Math is done by working intensely until the problem is

solved.

Math Myths Students Believe – Translated into Teenage

Thought• I’m a girl, so I can’t be

good at math. It wouldn’t be “cool”.

• I’m not Spock or a nerd, so math isn’t for me.

• Math is dry and boring!!!

• Why do I have to show my work when the teacher only marks it right or wrong?

• The calculator has nine decimal places, so I should write all of them down.

• Boys are better at math than girls.

• Math requires logic, not intuition.

• Math is not creative.

• It is more important to get the right answer than to understand the problem.

• It’s important to get the answer exactly right.

• I have to do it the teacher’s way or its wrong.

• It’s okay to be “bad” at math. I come from a long line of non-math people – its just not in my genes!

• If you can’t do math fast and in your head, you’re not smart at math.

• I have this whole list of formulas that I have to know for the test – help!!

• I’ve worked on this forever and I can’t figure it out. I must be stupid!

• There is a best way to do math problems.

• Some people are “math people” and others aren’t.

• Mathematicians do problems quickly, in their heads.

• Math requires you to memorize a lot of stuff.

• Math is done by working intensely until the problem is solved.

Math Myths Students Believe – Translated into Teenage

Thought

Math Myths Students Believe – The Response

If you don’t know how to refute these myths, then check out “Twelve Math Myths”: http://www.morton.edu/success_keys/12_Math_Myths.asp?nav_id=a0_7_1

Common Teacher Beliefs

Most teachers believe that . . .• Mathematics is essentially a vehicle to model the real

world• Ability in mathematics is innate• More than one representation should be used in

explaining a mathematical concept• Their subject area is highly sequential and static• Students should be grouped by prior academic

achievement in order to get better benefits from instruction

• Students learn in a passive manner from reacting to external forces rather than in an active manner as a producer of their own knowledge

Teaching To The Analog Brain In The Digital

World

Stand and Deliver• I have heard of the Common Core State

Standards and I have seen the document that contains them.

• I have read the Standards for Mathematical Practice.

• I have read (or at least skimmed) the Common Core Standards for the course I will be teaching (Math I, Math II, or Math III).

• I have read parts of NCDPI’s unpacking of the Common Core Standards.

• I have read all 93 pages of the Common Core State Standards for Mathematics.

Common Core Shifts

Focus

Coherence

Rigor

• Narrow• Deepen• Critical Areas

• Connections• Vertical Alignment

• Conceptual Understanding

• Procedural Skill• Application

Focus

Coherence

Rigor

• We designed sessions to be specific to each course the first half of the week

• We will model deepening with Rich Tasks and Investigations

• We chose content from Critical Areas

• We strategically embedded PLT Time so that you can reflect and make connections between what you learn in each session

• We designed Vertical Alignment Sessions to help you make connections with content

• We will focus on mathematical discourse as a means of connecting Conceptual Understanding and Procedural Skill

• We have chosen problems that model mathematics in context

• We will discuss how to assess student understanding of concepts

My Thoughts on Shifts in Common Core

Geometry Transformed

• Rotations• Reflections• Translations• Dilations

Probability & Statistics

Modeling

Algebra

Functions

Geometry

Number & Quantity

Statistics & Probability

Proof• Formal vs. Informal

• Proving Theorems vs. Proving Relationships

Spiraling of Concepts

Math Discourse

Core Plus and Core Math Tools

Stephanie Buckner, Buncombe County Schools

CMAPP 2013-14

Wrap-Up

 GroupRoom

NumberMonday

PMTuesday

AMTuesday

PMWednesda

y AM

Math I Group A 2604

Assessment

Statistics in Math I

Math Discourse

Core Plus Lesson

Math I Group B 2606

Statistics in Math I

Assessment

Core Plus Lesson

Math Discourse

Math II Group A 2608

Core Plus Lesson

Assessment

Probability in Math II

Math Discourse

Math II Group B 2610

Math Discourse

Core Plus Lesson

Assessment

Probability in Math II

Math II Group C 2624

Probability in Math II

Math Discourse

Core Plus Lesson

Assessment

Math III 2626Statistics

in Math IIIMath

DiscourseAssessmen

tCore Plus

Lesson

 Room Number

Thursday AM Thursday PM Friday AM

2604 Functions Functions Functions

2606Linear

FunctionsQuadratic Functions

Quadratic Functions

2608Exponential Functions

Exponential Functions

Linear Functions

2610 Proof Proof Trigonometry

2624Quadratic Functions

Statistics Statistics

2626Transformatio

ns & Technology

Transformations &

Technology

Transformations &

Technology

Reminders & Info• Sign in daily! – both AM and PM • Sign-up sheets for the Vertical Alignment sessions

will be placed in the locker bay of the 2600 hall• See Christina for sub forms• Be nice to your presenters – they have been

working hard to make this week purposeful & successful!

• Parking Lot in each room for questions & issues that may arise

• Thank Heritage folks for hosting whenever you get the opportunity

• Friday afternoon PLT session will start in the Media Center

Final ThoughtCommon Core is not just a rearrangement of the same old content standards, but a serious endeavor to redefine the way we teach and learn mathematics in the United States. So it is a journey for us all – teachers, administrators, students, and parents. And as with any journey worth taking, it will take time. So be kind to yourself, and to your students.