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EDUC 4274: P/J Mathematics. Week Two----Session 1. Week 2: September 16 – 20-- S3 Session Overview …. Read Chapter 1 Yet?... Look especially at “teaching developmentally” and “pedagogical content knowledge” Interdisciplinary Development: Math and ... Quick Review: Math and Literature

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EDUC 4274: P/J MathematicsWeek Two----Session 1Week 2: September 16 – 20-- S3Session Overview…Read Chapter 1 Yet?... Look especially at “teaching developmentally” and “pedagogical content knowledge” Interdisciplinary Development: Math and ... Quick Review: Math and Literature Interdisciplinary second look: Connecting math with history Assignment development- Group assignment 3: topic and date Big Ideas and the Ontario Curriculum Next Class: What’s Coming Up... P/J Math Week 2 Class 1Into the Details…Pedagogical Content Knowledge: “Teachers’ knowledge of the mathematics they are teaching in light of how students might think about the mathematics” (Small, ch. 1, p. 13). Making Connections: Math and --- QUICK! – Three things we might do with Math Curse! A Trip Back in Time: “Roped In” “The rope” Its characteristics Volunteers What triangle types can you make? A practical history A website of interest: http://nrich.maths.org/982 P/J Math Making Connections...Here’s some of what Small (2013) has to say about “making Connections” (pp. 28-29)... The notion of connection is fundamental to all new learning, whether in mathematics or other areas. It may be connections between some mathematical ideas and other ones; It may be connections between mathematical concepts and everyday life experiences; It may be connections between what is learned in math and what is learned in a different subject in school. Any and all connections are helpful for students to make sense of new ideas they encounter. P/J Math Making Connections...And here’s a bit of what the Math 1-8 Ontario Curriculum has to say on the topic... The development of skills and knowledge in mathematics is often enhanced by learning in other subject areas. Teachers should ensure that all students have ample opportunities to explore a subject from multiple perspectives by emphasizing cross-curricular learning and integrated learning... (p. 26). Cross-curricular: separate subjects, but making use of relationships between them. Integrated: two or more subjects’ expectations within a single activity, lesson, or unit. P/J Math Week 2 Session 1Assignments—Getting Assignment 3 clarified A group development and presentation assignment Specified begin and start dates (7 weeks) 8 specified topics for 7 groups (see assignment) You form your own groups I’m recommending random draw for Topic Date Other approaches? Brief discussion now; next class (Wednesday) we need to have groups, topic, date all selected P/J Math Big Ideas and the Curriculum:Mathematical ProcessesTwo sources (need 45 minutes): Marian Small’s Chapter 2 Math Curriculum 1- 8, pages 11-17 Be able to retrieve it http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf Small Groups: 7 groups of 4 and 5 (32 people) Refer to text and to curriculum document You will need chart paper and markers 15 minutes maximum Post, Share & Discuss P/J Math Big Ideas and the Curriculum:Mathematical Processes ... 2Seven small groups (Report just the essence!) 1: Big Ideas (Small – ch. 2) (who has text??) “What are Big Ideas?” Give 2, 3 examples only 2: Processes: Problem Solving (keep brief) 3: Processes: Reasoning and Proving AND Connecting 4: Processes: Reflecting 5: Processes: Selecting Tools and Computational Strategies (brief) 6: Processes: Communicating 7: Processes: Representing P/J Math Week 2 Session 1 Next session: Finalizing Assignment 3 details Additional Ministry Resources A focus on Problem Solving An introduction to Teaching through PS (TTPS) Geometry as a context (a short refresher)

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