Location: Room H111, Nipissing University

1
Mathematics Education (Primary/Junior) (EDUC
4274) Workshop 2 Problem-Based Mathematics
Teaching and Learning

• Location Room H111, Nipissing University
• North Bay, Ontario, Canada
• Instructor Daniel H. Jarvis, PhD
• Email danj_at_nipissingu.ca
• Website http//www.nipissingu.ca/faculty/danj
• Office Number H331
• Office Phone [phone] x 4445
• Office Hours by appointment (see embedded
  schedule)

2
Workshop 2 Agenda

• EDUC 4274 Course Outline revisited
• Ontario Ministry of Education initiatives and
  curriculum revision in Mathematics Education
  (2002-09) in light of International Reform
  Movement in Math Education
• Activity 1 Exploring the Ontario Curriculum
  Math
• Group Photos with Name Cards
• Break (10 Minutes)
• Thinking Kits Inventory
• Activity 2 Problem-Based Learning (PBL)
• Aftermath Until We Meet Again

3
Brief History of Mathematics Education

• Agricultural-based arithmetic skills emphasized
  in North America1800s/1900s
• Race for Space following WWII and the launch of
  the Russian Sputnik create impetus for
  math/science renewal/focus in the US/Canadian
  education systems
• New Math of the 1960s was predominantly created
  by university professors and assumed a high-level
  of pure math applications (e.g., set theory) not
  well-received by teachers (K-12) without
  consultation or necessary professional
  development
• 1970s Back-to-basics backlash in America deep
  distrust of reform/change occurs
• 1980s National Council of Teachers of Mathematics
  (NCTM) slowly build support for a conceptual
  approach to mathematics Japan adopts the theory
  and makes learning problem-based leading to
  increased mathematical understanding and high
  TIMSS scores
• 1990s NCTM publishes three Standards documents
  followed by their Principles and Standards for
  School Mathematics (2000) which is widely
  used/referenced internationally
• California reform is originally fuzzy with
  little accountability, PD, or standards severe
  backlash to reform (e.g., Mathematically Correct
  Math Wars) government commissions the Math
  Program Advisory which publishes a document
  calling for a balanced math program (i.e.,
  basics problem-based/hands-on learning)
  including the Mathematical Processes
• Ontario adopts standardized provincial EQAO
  testing in 1998 (Grade 3/6/9 math) and publishes
  new curriculum which is in tune with NCTM
  Standards (1997-2000). Second revision of the
  Mathematics Curriculum completed in 2005-2006)
  and includes selected Mathematical Processes as
  over-arching skills along with grade Expectations

4
Ontario Ministry of Education Initiatives

• Education Equality Task Force (Rozanski), 2002
• Investing in Public Education Advancing the
  Goal of Continuous Improvement in Student
  Learning and Achievement
• Early Math/Reading Strategy Reports and
  Professional Development with Lead Teachers from
  all public schools in Ontario, 2003
• Helping Your Child Learn Reading/Math, 2003
• Targeted Implementation and Planning Supports
  Grades 7, 8, and 9 Applied Mathematics, 2003
• Guide to Effective Instruction in Mathematics
  K-3 (GEIM), 2004
• Leading Math Success Expert Panel Report (Grades
  7-12, at-risk focus), 2004
• Teaching and Learning Mathematics Expert Panel
  Report (Junior Division), 2004

5
Ontario Ministry of Education Initiatives

• Ontario Curriculum Mathematics, Revised, Grades
  1-8, 9/10, 2005
• Early Reading/Math Strategies Implementation Case
  Studies, 2005-06
• Education for All (Special Needs), 2005
• The Kindergarten Program, Revised, 2006
• Curriculum Implementation in the Intermediate
  Division (CIIM) Survey and Case Study Research,
  2006-08
• Ontario Curriculum Mathematics, Revised, Grade
  11 12, 2007
• Growing Success Assessment, Evaluation and
  ReportingImproving Student Learning, 2009

6
Exploring the Revised Mathematics Curriculum
In groups of two or three answer the following
questions

• Find the Achievement Chart and identify four
  Achievement Chart assessment categories
• Find and identify the five Grades 1-6 mathematics
  Strands
• What are the Mathematical Processes and why do
  you think theyve been introduced?
• What is the difference between Overall and
  Specific Expectations?
• What do you think/know has changed in the Revised
  2005 version of the OC?

7
Break (10 minutes)
7
8
Thinking Kits

• Coloured bugs
• 2 sided counters with 5 10 frames
• Linking cubes (2 of big, 2 of small)
• Pattern blocks (2)
• Square tiles
• Number cubes (dice)
• Money (coins/bills)
• Fraction pies (circles)
• Measuring tapes
• Venn diagrams
• Tangrams
• Playing Cards
• Calculators

9
Problem-Based Learning (PBL)
Problem Multiply 18 by 4 in your head. List as
many ways to do this question as possible in your
group? Which of these methods might be best for
19 x 8? For 14 x 12? For 1320 x 3?

• Explain the problem
• Explore the problem
• Express the problem/solution
• Extend the problem
• (see OAME Gazette article linked to Course
  Schedule website)

10
Aftermath

• Read/scan assigned chapters in MMM text
• Begin work on Math Trek chart exercises and EQAO
  sample assessments (Grades 3 6)
• Form small groups of four or five (maximum) and
  choose your preferred Big Ideas from among the
  eight listed for the Teaching Resources
  assignment. Be prepared to sign up for this
  group/topic during next workshop