Tuesday, June 28, 2005
Group Shared Questions for Aki on Lesson Study
Discussion of Chapter 1 The Open-Ended Approach
Often we start with the abstraction and not the connection to the world of reality. Page 6 "If we look at only this stage, mathematics appears to be a kind of symbol game."
The challenge is finding the good open-ended questions, sometime we get a good context and then question that is asked is ho-hum or leads students to the answer. If we can get good questions on state assessment, that can help support change at classroom level.
Can we find problems that are open-ended enough to engage but not to overwhelm?
How to incorporate open ended questions into student assessment and instruction?
Summary of Day 1 and Structure for Day 2 shared.
Discussion of PDO and PD (Supervisors) Issues - see ongoing record of discussion document.
Resources supporting standards-based, open-ended approach
PRIME - Prompt Intervention in Mathematics Education - Review of the research - Anne will send to members of the group, also available on website. This publications was used in Ohio to start discussions about research and change.
How Students Learn - Mathematics in the Classroom, The National Academies Press, National Research Council, copyright 2005
TIMSS Video Case Study
Practice-Based Professional Development for Teachers of Mathematics, National Council of Teachers of Mathematics, Margaret Schwan Smith, copyright 2001 (Roger provided introduction and Chapter 1, 4 and 5)
Implementing Standards-Based Mathematics Instruction - A Casebook for Professional Development, NCTM and Teachers College Press, Mary Kay Stein, Margaret Schwan Smith, Marjorie A. Henningsen, Edward A. Silver, copyright 2000
The Changing Mathematics Curriculum, The K-12 Mathematics Curriculum Center, Education Development Center, Third Edition April 2005 (Daryl downloaded from website, its free)
How People Learn - Brain, Mind, Experience and School, The National Academies Press, National Research Council, copyright 1995, http://www.nap.edu
Lessons Learned from Research, National Council of Teachers of Mathematics, copyright 2002 (Roger shared the Table of Contents and Chapter 16)
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This material is based upon work supported by the National Science Foundation under DMS-0940733 and DMS-1441467. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.