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Math
Strategies
Math Investigations
is our district-adopted primary
curriculum tool for mathematics instruction Kindergarten through
Fifth Grade and is proudly taught daily in each classroom in our
school. It's aim is to offer students opportunities to explore
meaningful problems in-depth to solve them creatively and
collaboratively with their peers in order to construct personal
meaning of mathematics concepts (problem solving and concept-based
learning). This approach is very different from that of "more
traditional" curriculum tools, which many adults experienced as
children and focused on applying formulas, rules, performed
procedures and algorithms (skill-based learning). Research shows
that when students develop their own ways of solving problems they
retain their understanding. When students work together with their
peers to solve problems they evaluate approaches and justify their
reasoning, leading to deeper understanding and mathematical
fluency.
Click here for
videos explaining
Math Strategies
Solving a Word Problem
A Complete
Solution to a Word Problem includes: a written estimate, all the
work that you do, an equation (even if you solved it using column
form), a diagram, number line, chart or other representation, and
the answer to the question in a complete sentence.
What if I get stuck?
If you get stuck you can: look at past lessons,
look at the charts that are posted in the classroom, try the problem
using counters or other materials, sketch a diagram or other
representation, change the numbers to make the problem simpler,
write what you do know, write down questions to ask later, or check
other resources.
Frequently Asked Questions
Why are Investigations being
used to teach my child mathematics?
This
curriculum gives children different ways to express their thinking.
After being given situations for problem-solving, students develop
strategies for expressing mathematics, allowing ownership of
understanding. Through working with peers, students justify and
analyze solutions. As a result, they are able to understand
important relationships between concepts.
How are Math Investigations different from
traditional math approaches?
Through Investigations, children develop
personal meaning of concepts and learn to reason mathematically.
They are not taught to rely on set procedures, formulas and rules
that may have no meaning to them. The same concepts are
covered as those in traditional textbooks, only the approach is
different. Research shows that
students who construct math for themselves are going to gain fluency
and remember what they have learned. They will also keep trying to
make sense of problems.
How will Math Investigations affect my
child?
Your child will learn to be a self-directed
learner with the ability to approach unfamiliar problems and develop
ways to solve them. Your child will also develop communication
skills about mathematics, learning to use, represent and explain
concepts. Instead of the teacher being the sole authority for
answers, each child will learn to rely on logic and mathematical
evidence as verification of understanding, becoming a confident
learner of mathematics!
How can I help my child at home and what
should my child use to study from?
Students should review daily activities to
reflect on their understanding by discussing classroom experiences
with you. Your child may reflect on conversations from the Math
Workshop, or possibly show you some of the strategies that the class
has used to solve particular problems. Homework will also be
assigned regularly to reinforce learning in the classroom. When
student sheets are assigned as homework, parent notes and tips
will be provided on the back to help you in working with your child.
How is the class period run during the math workshop?
The math workshop contains three
parts: opening meeting,
work period, closing meeting
During the opening meeting, your child’s teacher explains the
goals for the math workshop and teaches a mini-lesson, introducing a
new concept or skill. The teacher then poses a problem or series of
problems for each child to solve based on the conversation during
the mini-lesson.
During the work period, your child works individually, with a
peer or with a group, to solve the problem(s) presented in the
mini-lesson, developing ideas and strategies. The teacher
facilitates learning by circulating around the room,
working/conferencing with students individually or in small groups.
During the closing meeting, the class regroups to discuss
strategies used to solve the day’s problem(s), to share
misunderstandings and correct them, to make connections to other
areas of math and the real world, and to reflect on what was learned
during the lesson. Following this, homework is usually assigned to
reinforce and extend what was learned during the day.
Are the children learning the basic skills?
Yes. With experience, each child will learn to
remember basic skills by constructing sense of them. Although
fluency is more important than memorization, occasional drill and
review exercises occur during the mathematics workshop to create
balance of learning.
Why is there so much written work?
One of the main goals of standards-based
education as well as Investigations is for students to be able to
confidently communicate about mathematics. In order for a child to
truly understand a concept, he/she must be able to use, represent,
and explain his/her thinking of the mathematics. Communicating about
math gives children ownership over their understanding.
Can I observe a mathematics lesson with my
child’s teacher?
Absolutely. Simply write a note or make a
phone call to your child’s math teacher to schedule a time
convenient for both of you. Math is taught each day during a full
one-hour workshop.
How do absences affect my child?
When your child is absent, it is
extremely difficult to make up work because mini-lessons and
communication that take place during the math workshop are missed.
Many lessons also relate in Investigations, therefore, when a child
is absent he/she does not see connections being made, and as a
result, has a harder time participating in class discussions. It is
important to limit absences to a minimum so that your child may gain
a complete understanding of concepts being explored in the
classroom.
Webmaster:
Kelly
Neil |
Administration:
Principal:
Ashton Price
Assistant
Principal:
Gary Finger 1709 Lansdowne
Rd., Jacksonville, Fl 32211
School Hours 8:30 - 3:00*
*1:45 on Early Dismissal Days
Calendar
2010-2011
August 23rd - First Day of School
September 6th - Labor Day (No School)
September 8th - Early Release |
