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ZULWWHQ LQ DQ XQGHUVWDQGDEOH VW\OH WKDW VKRXOG HQDEOH WKH The Standards for Mathematical Content are
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(National Governors Association Center for Best
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Practices and Council of Chief State School Officers,
2010, p. 8)
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necessarily learning what we think we are
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teaching; we need to keep our eyes and ears
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open to find out what our students are
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actually learning. We need to be alert for error
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patterns!
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address these words during the lesson.
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STUDENT DISPOSITIONS
Students who have developed a productive
disposition are confident in their knowledge
and ability. They see that mathematics is both
reasonable and intelligible and believe that,
with appropriate effort and experience, they
can learn.
Kilpatrick, Swafford,
and Bradford (2001, p. 133)
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ALTERNATIVE ALGORITHMS
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Around 780850 CE, Muhammad ibn-Musa
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al-Khwarizmi wrote Book on Addition and
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translated from the Arabic). In his book,
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solutions to problems are given in steps, or
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recipes. The word for these recipes, algorithm,
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Algorismi, or al-Khwarizmi says.
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Pickreign and Rogers (2006, pp. 4247)
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DIFFERENTIATING INSTRUCTION
Scaffolding
Scaffolding refers to assistance provided to
students (temporary supports that are
gradually removed) to allow them to engage
at a higher level than they would be able to
without the assistance. Kilpatrick et al. (2001)
concluded that by offering a subtle hint,
posing a similar problem, or asking for ideas,
students are assisted in their ability to reason.
Student Writing
By writing we find out what we know, what
we think. Writing is an extremely efficient way
of gaining access to that knowledge that we
cannot explore directly.
Smith (1982, p. 33)
Interactive Instruments
at the LdPride Web Site
x Find out your dominant intelligence.
x Find out your learning style.
(See www.LdPride.net; there may be a fee to obtain the
test results.)
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the structure of our number system. Similarly, teachers must look for patterns in the data they collect
from children who are experiencing problems in computational skills. Recognizing patterns in the
errors a child is makingthat the child is, in other words, making a systematic erroris the initial
step toward remediation of the error.
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and Bradford (2001, p. 102)
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Part-Whole
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division and constitute the most common way
in which division is represented in algebra has
caused a demand for increasing competence
with fractions by all those for whom algebra
skills are important.
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Probability
Instructional programs from prekindergarten
through grade 12 should enable all
students to
x understand and apply basic concepts
of probability.
NCTM (2000, p. 48)
Connections to Probability
1
4
4
4
= 1.
The CBMS (Conference Board of Mathematical Sciences) specifically notes that strengthening
rational number knowledge and rational number sense is absolutely essential in the preparation of
middle grade mathematics teachers. It further indicates that besides being able to explain procedures,
these future teachers need a sufficient depth of understanding to be able to write problems that
require specific arithmetic operations. Prospective teachers who obtain this deep understanding of
rational numbers will be more prepared to help their future students to develop their own
understandings.
Carbone and Eaton (2008, p. 39)
18
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