School mathematicsSchool mathematics

Virtually all young children like math. T/FVirtually all young children like math. T/F

Children do math naturally. T/FChildren do math naturally. T/F

The older the child the more likely it is that The older the child the more likely it is that the child no longer likes math. T/Fthe child no longer likes math. T/F

WHY? . . . What can we do?WHY? . . . What can we do?

Quality of InstructionQuality of Instruction

“ I think that is right.Let me just check your answer.”

Were your teachers prepared?Were your teachers prepared?

Have you ever had this teacher ?Have you ever had this teacher ?

I asked you a question!

What is 5/6 - 1/3 ?

… and make that fast!

Your Math Anxiety Your Math Anxiety & &

Your Ability to TeachYour Ability to Teach

Pre service teachers with the lowest degrees of Pre service teachers with the lowest degrees of mathematics anxiety had the highest levels of mathematics anxiety had the highest levels of mathematics teacher efficacy. mathematics teacher efficacy.

Swars, Susan.Swars, Susan. "The Relationship of Mathematics Anxiety of Elementary Preservice Teachers with Mathematics "The Relationship of Mathematics Anxiety of Elementary Preservice Teachers with Mathematics Teacher Efficacy"Teacher Efficacy" Paper presented at the annual meeting of the North American Chapter of the International Group for the  Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VAVA, Oct 20, 2005 <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p19887_index.html>, Oct 20, 2005 <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p19887_index.html>

Have you ever had math like this?Have you ever had math like this?

The problem with math?The problem with math?Skills . . . With no reason

Fractions . . . Withno understanding.

Timed tests

Lots of tests

And teachers . . .

The Curriculum is going to be The Curriculum is going to be corrected!corrected!

We will be learning math differently We will be learning math differently than how you were taughtthan how you were taught

What are these

triangles about ?

What will U have 2 do so U can say:What will U have 2 do so U can say:

? ? ? ? ?? ? ? ? ?

Unlearn the “Math Myths”Unlearn the “Math Myths”Preis & Biggs (2001)Preis & Biggs (2001)

Women can’t do math.Women can’t do math.

Some people can do math, others can’t.Some people can do math, others can’t.

My father/mother couldn’t do math, either.My father/mother couldn’t do math, either.

I’m good at English, that’s why I’m so bad at I’m good at English, that’s why I’m so bad at math.math.

Insights into math have to come to you instantly.Insights into math have to come to you instantly.

If you can’t solve a problem immediately, you If you can’t solve a problem immediately, you should just quit.should just quit.

Aptitude is far more important than effort.Aptitude is far more important than effort.

Learn Math and learn it deeply!Learn Math and learn it deeply!

--Fill in your missing math skills and concepts.--Fill in your missing math skills and concepts.

--Learn lots of --Learn lots of correctcorrect explanations. explanations.

--Learn how to direct student thinking.--Learn how to direct student thinking.

--Learn how to demonstrate, how to lead --Learn how to demonstrate, how to lead students to the truth . . . without pain! students to the truth . . . without pain!

Learning Style InterpretationLearning Style Interpretation

http://www.calstatela.edu/faculty/jshindl/plsi/16types.htm

From I. Briggs-Myers & M. McCaulley (1992) Manual a Guide to the Development and Use of the Myers-Briggs Type Indicator. Consulting Psychologists Press