Changes [Jun 20, 2007]Lancaster/Lebanon T...
|Module 1||How can participation in this training help me to more effectively teach mathematics for students with learning problems?|
|Topic 2||What do I know and what do I need to know?|
|Activity 1||Big Ideas in Mathematics|
|Purpose||To think about how a single concept or skill fits within the larger mathematical terrain. In other words, to identify the big mathematical ideas that smaller concepts and skills are building towards. By keeping in mind this notion of what the smaller concepts and skills are building towards, we can develop a more purposeful and unifying direction for instruction by looking for and finding ways that seemingly unconnected ideas and skills are related.|
|Description||Some people think of number sense as counting, place value, one-to-one correspondence, comparing numbers, or mental math. Thinking about number sense from a broader perspective, we can think of it as a flexible understanding of numbers and their relationships to other numbers. Number sense is a broad idea that encompasses a range of concepts and skills. One idea or one skill does not equate to number sense. However, sometimes we are so focused on the trees (the smaller pieces) that we forget to step back and consider the forest we are working in.|
When planning instruction you might start with a specific concept or skill as shown below. Your task is to zoom out to see where this specific concept or skill fits in the forest or larger mathematical terrain. What other mathematical ideas are related to this specific concept or skill? How does this concept or skill relate to geometry? To algebra? To number and number sense? To measurement? To probability and statistics?
Click the "?"on the picture below to see an illustration of how math concepts are connected with multiple other ideas. Drag the right lower corner of the pop-up window to see the full illustration.
|Evaluation||Complete the Learning Check at Learning Check 1.2.1.|