A Common Model for Elementary Classes

Middle School Classes?

Elementary Class

vs.

Secondary Class

What is Algebra?Grant Wiggins, 2013

“Algebra, as we teach it, is a death march through endless disconnected technical tools and tips, out of context.”

“Our student surveys consistently rank HS math as their least favorite course, by a wide margin – though 22% list it as their favorite. 46% don’t merely like it least: they hate it.”

Can Middle to High School Math become Accessible to All Students?Many students start struggling with math as they venture into Algebra and Calculus.

But what will engage them?

Manipulatives in Math

• Research supports the use of manipulatives

• Exploration comes to life.

• Students gain deep understanding by using manipulatives in their math learning.

• Manipulatives are a means, not an end.

Concrete ManipulativesWhat does concrete mean?

Sensory-ConcreteUsing materials to make sense of an ideaIntegrated-ConcreteBuilt through learning (interconnected)

Thinking like a mathematician, ideas are made integrated-concrete through meaning.

The Power of Digital Manipulatives

CleanerNo management of physical tools.

More FlexibleNo restriction of physical objects, limits of size, scale, material.

Cleverly RestrictiveRestrictions CAN be set for targeted learning

Thoughtful Assessment and ReportingSpecific and fast communication to teacher and student

Digital materials can be just as meaningful as real objects!Concrete and SymbolicLink the concrete and symbolic with feedback and representations

Rate of Change

The long road through this “big idea” in Algebra

Checking Ourselves…How are we avoiding the trap of “disconnected Algebra”?

Are we forcing students through context-less practice?

Or giving them tools to have rich conversations?

A Word Problem:An Introduction or a Conclusion?

What is Context?

Commonly these are used as one-off challenges to practice new skills or give context for learning a new skill.

How do we create context and connections for Algebra?

What is Context?

Look for the contexts that can be used through learning.

Models vs. Stories

Extend investigations over multiple lessons to explore many facets of a mathematical context.

Does it have to be “real life” to be accessible?

Are students challenged?

What is Context?What does it take to be rigorous? Or perplexing?

Are they encouraged to be persistent and to

try out their own strategies?

Critical Math Practices using StandardsUsing technology to align to the Standards of Mathematical Practice.

Important to focus purposefully on the Standards for Mathematical Practice.

Quadratic ExpressionsMultiplication with Arrays & Landmarks in 4th

gradeBuilding squared basesUsing the tool to create an array to represent

the expression

2. Use research.

Tips for Developing LessonsStrategies for making engaging, connected experiences, either in the class, or on desktop.

1. Think big picture.

3. Collaborate.

DreamBox Learning K-8 Math

Intelligent Adaptive Learning™ Engine• Millions of personalized learning

paths• Tailored to a student’s unique needs

Motivating Learning Environments• Student Directed,

Empowering• Leverages Gaming Protocols

Rigorous Mathematics Curriculum• Reporting Aligned to CCSS,

Texas TEKS, Virginia SOL, Canada WNCP, & Canada Ontario Curriculum Reports

• Standards for Mathematical Practice

Seeing is believing! dreambox.com/request-a-demo

DreamBox Lessons & Virtual Manipulatives

Intelligently adapt & individualize to:

• Students’ own intuitive strategies

• Kinds of mistakes

• Efficiency of strategy

• Scaffolding needed

• Response time

Progress Monitoring Reporting

Strong Support for Differentiation

FREE Interactive Whiteboard Lessons

DreamBox supports small group and whole class instructional resources.

www.dreambox.com/teachertools

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