Are some people born with a math gene?
Math Separates Society. Math is just as polarizing as politics and religion. Schools continue to create the haves and have-nots of mathematics.
Teachers, what is your math story?
What is the math story of your students?
Each student has a unique math story and perspective that is often overlooked in math classrooms. Student math performance does not define math understanding. Math Ability and Number Sense are not the same and must be carefully identified separately for each student.
Why do students hate math?
Learning math is emotional for students. Teaching, facilitating and delivering math content creates emotions and attitudes for teachers and students – – Why? Teachers must continue to refine their methods and techniques for providing rich math experiences that engage and motivate every student. Making Mathineers is for math educators, school leaders and parents who desperately want to improve math understanding and achievement for themselves AND their learners.
Find out how to:
+Un-separate math society.
+Uncover the unique mathematical story and potential of each student.
+Unlock the joy of math teaching and learning.
İçerik tablosu
Stories: Through Language, Stories Draw Us in.
Math Stories are no Different.. . . . . . . . . . . . . . . . . . . . 1
CH 1: Quadrant & Language: A Quick History . . . . . . . 3
CH 2: Students-Math Ability and Number Sense . . . . 11
CH 3: Teachers-Can Be Taught . . . . . . . . . . . . . . . . . 28
CH 4: Rebekkah-Where it all Started . . . . . . . . . . . . . .37
Symptoms: My student struggles with ________.
Teachers, Feel Free to Fill in the Blank.. . . . . . . . . . . . . 41
CH 5: Positive-Positive-Quadrant I . . . . . . . . . . . . . . . 43
CH 6: False-Negative-Quadrant IV . . . . . . . . . . . . . . . 57
CH 7: Quadrant III-Negative-Negative . . . . . . . . . . . . .79
CH 8: False-Positive-Quadrant II . . . . . . . . . . . . . . . . .94
xii
Strategies: It’s a Chicken and Egg Thing.. . . . . . . . . . . .105
CH 9: Play, Say, See, Show, Know . . . . . . . . . . . . . . . . 107
CH 10: Target Questions- . . . . . . . . . . . . . . . . . . . . . . .119
CH 11: The Strategy of Making a Mathineer . . . . . . . . . .126
11.1: The 120 Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
11.2: Paper Folding . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139
11.3: Making Rectangles . . . . . . . . . . . . . . . . . . . . . . . . .146
11.4: Subtraction is Distance . . . . . . . . . . . . . . . . . . . . . .153
11.5: Division is Counting . . . . . . . . . . . . . . . . . . . . . . . . 160
CH 12: Change Behavior Before Belief . . . . . . . . . . . . . .167
Success: Watching the Plots
on the Quadrant Move!. . . . . . . . . . . . . . . . . . . . . . . . . . .175
CH 13: Look at my Plot, I Moved a Dot! . . . . . . . . . . . . . .177
CH 14: Hey Teachers, Let’s Chat! . . . . . . . . . . . . . . . . . . 183
CH 15: Dallas-The Discovery . . . . . . . . . . . . . . . . . . . . .196
CH 16: Going Beyond Playing School . . . . . . . . . . . . . . . 203
BACKADS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .215
Works Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .221
Yazar hakkında
Jonily Zupancic is an expert in mathematics instruction, assessment and intervention. She is a speaker, coach and consultant who helps schools and inspires teachers to enhance math instruction at the elementary, middle and high school levels targeting the diverse needs of all students so that teachers and students can become Mathineers! Improvement systems focus on providing rich math experiences, high level delivery methods and differentiated classroom structures. Jonily lives in Ohio with her husband, Ryan, and two sons.
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