Number Talks
Mathematical literacy is not the ability to calculate; it is the
ability to reason quantitatively. No matter how many computation
algorithms they know, students become mathematically literate only
when they can use numbers to solve problems, to clarify issues and
to support or refute opinions. Marilyn Frankenstein
1Parent NightBethany Farmer, Curriculum CoordinatorAllison
McCarthy, Teacher2
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Give it a try3Thoughts to ponderOur classrooms are filled with
students and adults who think of mathematics as rules and
procedures to memorize without understanding of numerical
relationships that provide the foundations for these rules.
- Quote from 1919.4
5If teaching were the same as telling, wed all be so smart we
could hardly stand it.. - Mark Twain
Tell me and I forgetShow me and I rememberInvolve me and I
understand- Copernicus
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7Strands of Mathematical Proficiency
Conceptual Understanding comprehension of mathematical concepts,
operations, and relations
Procedural Fluency skill in carrying out procedures flexibly,
accurately, efficiently, and appropriately
Strategic Competence ability to formulate, represent, and solve
mathematical problems
Adaptive Reasoning capacity for logical thought, reflection,
explanation, and justification
Productive Disposition habitual inclination to see mathematics
as sensible, useful, and worthwhile, coupled with a belief in
diligence and ones own efficacy.
8Standards for Mathematical PracticeMake sense of problems and
persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of
others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
9Rigor10The CCSSM require a balance of:Solid conceptual
understandingProcedural skill and fluencyApplication of skills in
problem solving situationsPursuit of all three requires equal
intensity in time, activities, and resources.
It is only when you build from within that you really understand
something. If children dont build from within and you just try to
explain it to a child then its not truly learned. It is only rote,
and thats not really understanding.
Ann Badeau, second-grade teacher11Compare the Two TasksWork each
task.Share solution strategies. Discuss: How are Marthas Carpeting
Task and the Fencing Task the same and how are they different?A
Numerically Powerful Child. . .Develops meaning for numbers and
operations
Looks for relationships among numbers and operations
Understands computation strategies and uses them appropriately
and efficiently
Makes sense of numerical and quantitative situations
Future Basics: Developing Numerical Power, A Monograph of the
National Council of Supervisors of Mathematics,
1998RationaleStudent engagement/student centered
the best way for students to develop their mathematical
confidence and understanding of mathematics is to create an
environment in which students are trusted to solve problems and
work together using their ideas to do so.- Van de Walle and
Lovin
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