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Overview of Session 7

• Looking Back
– Value of Algorithms – Value of Reasoning Strategies

• • • • •

Goals of the Session Hexagon Train Problem Analysis of Catherine and David Case Facilitation of “Redefining Success” Reflection
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Looking Back
• Value of Algorithms
– Efficient – Reliable – Universal

• Value of Reasoning Strategies
– Understand the structure of numbers, operations, proportional relationships, etc.
2

Goals of the Session
Pedagogical Goals
– To analyze the task for level of cognitive demand
• To make connections to the MTF

– To analyze instruction
• To recognize the teacher moves that support and undermine student learning

– To consider what it means to be successful in doing mathematics and in teaching mathematics
3

Hexagon Train Problem
Train 1 Train 2 Train 3 Train 4

• Compute the perimeter for the first 4 trains; • Determine the perimeter for the tenth train without constructing it; and • Write a description that could be used to compute the perimeter of any train in the pattern.
4

The Case of Catherine and David What’s the Math?
• What are the mathematical goals? • How would you describe the level of the task?

5

Catherine’s and David’s Story
• Read The Case of Catherine Evans and David Young (Focus on paragraphs: 10-29 and 42-63.) • Pay special attention to teacher moves that support or undermine student learning.
6

Focus Questions
• What instructor moves supported student learning? • What instructor moves undermined student learning? • How would you describe the level of the task as it is implemented in each of the classrooms?
7

Trapezoid and Hexagon Train Problem
Train 1 Train 2 Train 3

• Build the fourth train; • Build a larger train in the sequence, such as the tenth or fifteenth, without building all the trains in between; and • Write an explanation for why the tenth or fifteenth train looks as it does.
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“Redefining Success”
• What was your reaction to Henderson’s alteration of tasks? • How has Henderson’s definition of successful teaching and learning changed over time?
9

“Redefining Success”
• What do you take as evidence of success as a teacher of mathematics? • What does it mean for students to be successful in your classroom?
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Goals of the Session
Mathematical Goals
– To identify and generalize patterns – To explore relationships between variables – To make connections among representations and solution methods – To explain and justify solution methods
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Goals of the Session
Pedagogical Goals
– To analyze the task for level of cognitive demand
• To make connections to the MTF

– To analyze instruction
• To recognize the teacher moves that maintain or undermine the cognitive level of the task

– To consider what it means to be successful in doing mathematics and in teaching mathematics
12

Session 7 Dearborn & Petoskey 9/19/08 & 9/26/ 08 Comparing Instructional Decisions and Their Impact: The Case of Catherine Evans and David Young How were the two classes the same and how they were different in terms of what was learned. Describe additional similarities and differences that you noted as you compared the two classes. Be sure to cite specific evidence from the case (using paragraph numbers) to support your claims. Similarities Catherine Evans Differences David Young

Adapted from Improving Instruction in Algebra: Using Cases to Transform Mathematics Teaching and Learning Authors: Smith, Silver and Stein

9/15/08

Session 7 Dearborn & Petoskey 9/19/08 & 9/26/ 08 Comparing Instructional Decisions and Their Impact: The Case of Catherine Evans and David Young How were the two classes the same and how they were different in terms of opportunities to learn? What teacher moves or decisions impacted students’ opportunities to learn? Give 3 to 4 examples for each Catherine and David. Be sure to cite specific evidence from the case (using paragraph numbers) to support your claims.

Catherine Teacher moves that undermine student learning Teacher moves that support student learning

David Teacher moves that undermine student learning Teacher moves that support student learning

Adapted from Improving Instruction in Algebra: Using Cases to Transform Mathematics Teaching and Learning Authors: Smith, Silver and Stein

9/18/08
jf & nc

Session 7 Dearborn/Petoskey 9/19/08 & 9//26/08

The Hexagon Train Problem

Train 1

Train 2

Train 3

Train 4

Solve Trains 1, 2, 3, and 4 are the first 4 trains in the hexagon pattern. The first train in this pattern consists of one regular hexagon. For each subsequent train, one additional hexagon is added. For the hexagon pattern o Compute the perimeter for the first 4 trains; o Determine the perimeter for the tenth train without constructing it; and o Write a description that could be used to compute the perimeter of any train in the pattern. (Use the edge length of any pattern block as your unit of measure. If pattern blocks are not available, use the side of a hexagon as the unit of measure.) Consider Find as many different ways as you can to compute (and justify) the perimeter.

Adapted from Improving Instruction in Algebra: Using Cases to Transform Mathematics Teaching and Learning Authors: Smith, Silver and Stein

Pictures From Petoskey Session

- Michigan Mathematics and Science Teacher Leadership Collaborative -

- Michigan Mathematics and Science Teacher Leadership Collaborative -

- Michigan Mathematics and Science Teacher Leadership Collaborative -

- Michigan Mathematics and Science Teacher Leadership Collaborative -

- Michigan Mathematics and Science Teacher Leadership Collaborative -

- Michigan Mathematics and Science Teacher Leadership Collaborative -

- Michigan Mathematics and Science Teacher Leadership Collaborative -

- Michigan Mathematics and Science Teacher Leadership Collaborative -

- Michigan Mathematics and Science Teacher Leadership Collaborative -

- Michigan Mathematics and Science Teacher Leadership Collaborative -

Pictures From Dearborn Session

- Michigan Mathematics and Science Teacher Leadership Collaborative -

- Michigan Mathematics and Science Teacher Leadership Collaborative -

- Michigan Mathematics and Science Teacher Leadership Collaborative -

- Michigan Mathematics and Science Teacher Leadership Collaborative -

- Michigan Mathematics and Science Teacher Leadership Collaborative -

- Michigan Mathematics and Science Teacher Leadership Collaborative -

- Michigan Mathematics and Science Teacher Leadership Collaborative -

- Michigan Mathematics and Science Teacher Leadership Collaborative -

- Michigan Mathematics and Science Teacher Leadership Collaborative -

- Michigan Mathematics and Science Teacher Leadership Collaborative -