# Teaching and learning high school mathematics through an interdisciplinary approach Abstract Introduction

Save this PDF as:

Size: px
Start display at page:

Download "Teaching and learning high school mathematics through an interdisciplinary approach Abstract Introduction"

## Transcription

1 Teaching and learning high school mathematics through an interdisciplinary approach Ariana-Stanca VăcăreŃu, MA Mathematics teacher Romanian Reading and Writing for Critical Thinking Association Cluj-Napoca, Romania Abstract The aim of this paper is to share the results of an implemented action-research project in teaching high schools mathematics through an interdisciplinary approach. The starting point of the action research project was the high school students lack of motivation in studying mathematics which had an impact on the students learning outcomes. Few students learn math simply because they like it. Most students learn math if they understand why they have to learn it, if they have the possibility to apply mathematical concepts and algorithms in real life or within other subjects or various contexts. The Romanian mathematics textbooks do not support teachers in motivating students learning. In these textbooks they can find exercises like: solve the equation. or determine the derivative of the function. The action research project answers the following questions: what are the effects of the interdisciplinary approach on the students learning in mathematics? what are the effects of the interdisciplinary approach on reaching both the specific mathematical aims and mathematical literacy & competence in science and technology - as a key competence domain? The action research project is documented with results of assessment and evaluation of the mathematical learning. Students reflections on their interdisciplinary experience, on their learning mathematics through different subjects (physics, chemistry, music, etc.) are included in the paper. The paper concludes that the interdisciplinary approach enhances both, the students mathematical learning and their mathematics, science & technology competence. Introduction Students motivation in learning mathematics is decreasing year by year. If students enjoy learning mathematics in the primary school as during this stage it is more closely related to operations with natural numbers, their enjoyment in learning math is getting lower and lower as the level of abstraction is increasing. Most high-school students learn math only because they have to take the final examination at the end of the 12 th grade. As a mathematics teacher, I have often heard the same question asked by different highschool students: Why do we have to learn.? Lack of intrinsic motivation in learning mathematics has an impact on the students learning outcomes. Even if the Romanian mathematics curriculum is quite generous, as it states that the main aims of studying mathematics in high-school are to develop students skills to reflect upon the world and provide them with knowledge to act upon the world; to formulate and solve problems by using knowledge across different domains, mathematics textbooks do not support

2 teachers and learners in reaching these aims. Exercises and problems in the math textbooks have a high level of abstraction and they allow for the use of mathematical concepts and algorithms only in mathematical contexts. The list of key competences for lifelong learning (European Commission, 2007) which are particularly necessary for personal fulfillment and development, for social inclusion, active citizenship and employment, includes mathematical competence and basic competences in sciences and technology. Mathematical competence is defined as the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge, while basic competences in sciences and technology refer to the use and application of knowledge and methodologies that explain the natural world. This key competence includes understanding of the changes caused by humans and each individual s responsibility as a citizen. Moreover, this key competence is one of the eight key competences which are all interdependent. Mathematical thinking is not easy to define. Based on the Principles and Standards for School Mathematics published by the National Council of Teachers of Mathematics (NCTM), mathematical thinking is related to reasoning, problem solving, communicating and connections; it is a thinking process for building mathematical understanding. Needless to say, developing students ability to apply mathematical thinking to solve everyday life problems is a long process which is based on modeling the real world and developing problem solving skills. During the learning process, students have to learn how to apply mathematical thinking in different contexts. In autumn 2010, I started teaching mathematics to a class of 31 ninth graders, who focus on studying sciences and English language (bilingual track). At the beginning of the school year, asked why they decided to take the sciences path, the students answered that: they wanted to study medicine (45%); they wanted to become chemistry researchers (10%); they wanted to study some mathematics during high-school, but not as much as those students whose curriculum focuses on mathematics and computer sciences and not as little as those students who focus on social sciences (45%). I asked the students what they would like to learn in their high-school mathematics class; they answered that they would like to learn: things that would be useful in their personal and professional life (80%); concepts and algorithms that they needed to know to get a good score in the final exam (71%); how to reason (26%). Being asked how they would like to learn mathematics, the students answered that they would like to learn mathematics: in as enjoyable a manner as possible; without being stressed; by interaction; with examples of practical/ everyday life problems which stimulate thinking/ reasoning; in English. I carried out the initial/ diagnostic assessment in order to identify the level of the students mathematical skills and their ability to use mathematical concepts and

4 Topic Numerical functions Quadratic functions Vectors Involved subject(s) Sciences (chemistry, biology) physics Physics, English language Students tasks implications and consequences) which addresses different thinking levels. - students collect water samples, measure dissolved oxygen, turbidity, temperature, ph; - students specify relationships among water quality indicators collected data; - students define and graph the numerical functions which described the established relationships. - students watch the video of the freely falling ball experiment and use the freely falling ball graph (position depending on time); - by reading the graph, students identify the position of the ball at different moments, the interval of time between two different positions of the ball, the domain and codomain of the function, axes intercepts and their meaning related to the experiment, coordinates of the vertex point, monotonicity of the function, the image of the function; - students calculate the 2 nd degree polynomial which defines the graphed function. Students explain in writing, in Romanian language, the solution of the two vectors problems (use of addition vectors tools to solve relative velocity); both problems and solutions are provided in Specific methodology/ strategies used Inquiry and project based learning Chemistry experiments Inquiry based learning Reading and writing proofs for understanding math concepts and processes Mathematic learning objectives Students use different ways of describing a numerical function, analyze practical situations and describe them by using numerical functions. Students interpret functions from graphs, analyze quadratic functions to describe the motion of an object, identify applicability of quadratic functions. Students use addition of vectors to solve problems in nonmathematical context, analyze and evaluate

6 understand the operations with vectors. These motivated me for learning. (from the Learning Journal of Ana A., student) I don t like mathematics very much I m good at physics, but I have to say that after understanding the vectors applicability in physics I started to think that learning math supports me in better understanding physics. Understanding the concept and the use of operation with vectors helped me to better understand velocities and forces. (from the Learning Journal of Alex K., student) From my point of view the most important thing was that we learnt to work in a team and how to cooperate with our classmates. We had a lot of fun while collecting water samples and we wanted to act together to improve water quality. Defining the functions was a bit difficult but we managed to do it together. (from the Feedback sheet Water Monitoring Activity of Alina S., student) During the implementation of the action research project 10 students (32%) improved their reasoning and logical thinking, 16 students (51%) used tools, physical models or technology appropriately, and all students were able to make at least one connection to topics outside mathematics. The average score of the students assignments is out of 100, which shows a relevant improvement in students learning outcomes ( as compared with the initial assessment). Closing remarks The theme of the South African Conference is Turning Dreams into Reality: Transformations and Paradigm Shifts in Mathematics Education has encouraged me to share innovative and creative ideas for effecting reform and transformation in the area(s) of [ ] classroom practices. My ideas for transformation may be implemented with no or few adaptations to the learning environment and the specific group of students in mathematics. I do hope that my paper convinced you about the efficiency of the interdisciplinary approach in achieving improved mathematics learning. For me, this approach really is Turning Dreams into Reality as my dream is to teach mathematics to students that are eager to learn it because they understand it. References [1] Beckmann, A. (2009). A Conceptual Framework for Cross-Curricular Teaching. The Montana mathematics Enthusiast (TMME), Vol. 6, Supplement 1 [2] Dewey, J. (1916). Democracy and education. New York: Macmillan. [3] European Commission. (2007). Key competences for lifelong learning. European reference framework. Luxembourg: Office for Official Publications of the European Communities [4] Fatzer, G. (1998). Comprehensive Learning. Ganzheitliches Lernen. Humanistische Pädagogik, Schulund Organisationsentwicklung. Paderborn (Junfermann). [5] NCTM. Principles and Standards for School Mathematics. Retrieved April, 20, 2010 from [6] ScienceMath Project. Retrieved April, 20, 2010, from

### Standards for Certification in Early Childhood Education [26.110-26.270]

I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

### Educational Philosophy Instructional Methodology 1. High Academic Achievement: International Baccalaureate Middle Years Programme

Educational Philosophy Direct explicit instruction and a standards based sequential curriculum will drive the educational philosophy of Prepa Tec. Instruction will be inquiry and investigation-based and

### High School Algebra Reasoning with Equations and Inequalities Solve systems of equations.

Performance Assessment Task Graphs (2006) Grade 9 This task challenges a student to use knowledge of graphs and their significant features to identify the linear equations for various lines. A student

### Assessment Results Only data for Assessments 3,4,5,6, and 7 are included in this report as Assessments 1 and 2 are not performance assessments.

Summary Program Report, Elementary Education IUPUC Division of Education June 7, 2011 General Outcomes Sought: What students will know or be able to do All elementary education majors must meet the standards

### Lesson Topic: Dividing Polynomials Grade level: _10 th 12 th Length of lesson: _60 minutes

Lesson Topic: Dividing Polynomials Grade level: _10 th 12 th Length of lesson: _60 minutes Stage 1 Desired Results Content Standard(s): Algebra Standard: Generate equivalent algebraic expressions involving

### 1 Introduction and Evaluation Approach 3. 2 Trends from the skills audit Trainees Teachers and mentors 4. 3 Qualitative findings 4

Final evaluation report June 2009 Contents 1 Introduction and Evaluation Approach 3 2 Trends from the skills audit 3 2.1 Trainees 3 2.2 Teachers and mentors 4 3 Qualitative findings 4 3.1 Increased confidence

### COMPUTER APPLICATIONS TECHNOLOGY TEACHER GUIDE

COMPUTER APPLICATIONS TECHNOLOGY TEACHER GUIDE Welcome to the Mindset Computer Applications Technology teaching and learning resources! In partnership with Coza Cares Foundation, Mindset Learn, a division

### College and Career Readiness Instructor Certification Course Catalog

College and Career Readiness Instructor Certification Course Catalog CORE Instructional Certificate The CORE Instructional Certificate: This credential prepares instructors to provide quality adult education

### A Taxonomy of Reflection

A Taxonomy of Reflection 1. A Taxonomy of Lower to Higher Order Reflection Assume an individual has just completed a task. What types of questions might they use to reflect on the experience? How might

### MFL Policy 2014. Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14

MFL Policy 2014 Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14 Signature: (Chair of Governors) To be reviewed on: Rationale for Teaching Languages

### Degree Type Bachelor of Interdisciplinary Studies (BIS) Degree Title Elementary Education with Teacher Certification (EC-6 or EC-12)

Degree Type Bachelor of Interdisciplinary Studies (BIS) Degree Title Elementary Education with Teacher Certification (EC-6 or EC-12) To prepare highly skilled professionals to assume roles and positions

### 2016 CLS Summer Schedule and Tuition. Academic Program:

Providing direct support to students through tutoring, testing, providing enrichment activities, emphasizing critical thinking activities, mentoring, and supporting our students to increase personal academic

### MATH 110: College Algebra

MATH 110: College Algebra Introduction Required Materials Course Components Final Exam Grading Academic Policies Study Suggestions Course Outline and Checklist Introduction Welcome to Math 110. This course

### Stephanie A. Mungle TEACHING PHILOSOPHY STATEMENT

Stephanie A. Mungle TEACHING PHILOSOPHY STATEMENT I am a self-directed, enthusiastic college mathematics educator with a strong commitment to student learning and excellence in teaching. I bring my passion

### Using the TIMSS results for improving mathematics learning Abstract Introduction

Using the TIMSS results for improving mathematics learning Ariana-Stanca Văcăreţu, MA Mathematics teacher Romanian Reading and Writing for Critical Thinking Association Cluj-Napoca, Romania ariana.vacaretu@vimore.com

### I Can Do This! Systems of Equations Grade Eight

Ohio Standards Connection: Patterns, Functions and Algebra Benchmark H Solve systems of linear equations involving two variables graphically and symbolically. Indicator 10 Solve 2 by 2 systems of linear

### Conley, D. T. (2005). College Knowledge: What it Really Takes for Students to Succeed and What We Can Do to Get Them Ready

1 Conley, D. T. (2005). College Knowledge: What it Really Takes for Students to Succeed and What We Can Do to Get Them Ready. San Francisco: Jossey-Bass. College Knowledge is based on research conducted

### To answer the secondary question, if hands-on activities would increase student interest and comprehension, several hands-on activities were used:

1 The Effect of an Overarching Topic on Student Performance in Algebra II Christine Consoletti and David Collins J.E.B. Stuart High School Fairfax County (VA) Public Schools June 2003 Question Does an

### Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1

Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1 I. (A) Goal(s): For student to gain conceptual understanding of the metric system and how to convert

### Differentiated Instruction & Understanding By Design Lesson Plan Format

Differentiated Instruction & Understanding By Design Lesson Plan Format Title: Data Analysis Subject Matter Emphasis and Level: Math, 5 th grade Author: Jolene (Oftedahl) Thompson School District: Mitchell

### Numeracy Research Review

Numeracy Research Review IPC Curriculum The International Preschool Curriculum (IPC) shares the prevailing worldwide view that numeracy understanding is an important skill that preschool children should

### Mathematics Problems Project project overview and teacher s guide. Introduction. The three stages in the project

Mathematics Problems Project project overview and teacher s guide Introduction The Connecting Classrooms Mathematics Problems project is a three-stage project. Teachers from partner schools discuss and

### Discovery Canyon Campus MYP Academic Honesty Policy

Discovery Canyon Campus MYP Academic Honesty Policy Contents based on Diploma Programme: Academic Honesty, published by the International Baccalaureate Organization, 2011, United Kingdom Reviewed March

### Thinking, Doing, Talking Science

Thinking, Doing, Talking Science Can we use our skills to train teachers in a way that has measurable impact? bridget.holligan@scienceoxford.com Oxford Brookes University research with 16 primary schools

### MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY. Computer Animation. Grade 8

MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY Williamstown Middle School Computer Animation Grade 8 September 2010 Written by: Marilyn Kurz Supervisor of Curriculum and Instruction Lesley McGiboney

### SPECIAL MUSIC SCHOOL HIGH SCHOOL E-Mail: SMSHighSchool@kaufman-center.org Website: http://kaufman-center.org/sms/sms-high-school Phone: 212 501 3395

SPECIAL MUSIC SCHOOL HIGH SCHOOL E-Mail: SMSHighSchool@kaufman-center.org Website: http://kaufman-center.org/sms/sms-high-school Phone: 212 501 3395 Graduation Requirements SUBJECT REQUIRED COURSES CREDITS

### Astrid Roe. What has Norway done to improve students reading skills and reading engagement?

Astrid Roe What has Norway done to improve students reading skills and reading engagement? A short presentation of the Norwegian school system Publicly funded comprehensive school system No selecting,

### Mathematics Principles and practice

Mathematics Principles and practice What can learning in mathematics enable children and young people to achieve? Mathematics is important in our everyday life, allowing us to make sense of the world around

### Science teachers pedagogical studies in Finland

1 Science teachers pedagogical studies in Finland Jari Lavonen Summary An overview of planning, organising and evaluating of science teachers pedagogical studies in Finland is given. Examples are from

### Pre-AP Evaluation Brief, May 2014

Pre-AP Evaluation Brief, May 2014 Introduction Welcome to the Race to the Top College and Career Readiness (RTTT C&CR) Evaluation Briefs, a series of publications written for participants in the Race to

### St Matthew s Church of England Primary School. With God nothing is impossible. Maths Policy

St Matthew s Church of England Primary School With God nothing is impossible. Maths Policy OUR VALUES St Matthew s CE School is a caring community, whose values are built on Christian foundations; encouraging

### MAT 113-701 College Algebra

MAT 113-701 College Algebra Instructor: Dr. Kamal Hennayake E-mail: kamalhennayake@skipjack.chesapeake.edu I check my email regularly. You may use the above email or Course Email. If you have a question

### Introduce diagnostic teaching

Introduce diagnostic teaching Alan Bell and the Toolkit team Summary Many students who appear to understand a topic at the end of the teaching unit, do not retain that even for a few months. Better long-term

### Performance Based Learning and Assessment Task

Performance Based Learning and Assessment Task Activity/Task Title I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Students will be asked to find various characteristics of a polynomial function, modeled by a

### Modern Foreign Languages (MFL)

Modern Foreign Languages (MFL) Fordcombe C.E. Primary School Reviewed & Approved by the Full Governing Body: Jan 2013 Next Review due Jan 2016 Signed:. Name (print) Mrs Sarah Finch Position: Chair of Governors

### Creating an Objective-based Syllabus. Danielle Mihram, Director Center for Excellence in Teaching University of Southern California

Creating an Objective-based Syllabus Danielle Mihram, Director Center for Excellence in Teaching University of Southern California FREQUENTLY ASKED QUESTIONS What constitutes a good syllabus? What are

### Kindergarten. Catholic School Version. Curriculum Express for Parents

2013 2014 Kindergarten Catholic School Version Curriculum Express for Parents Curriculum Express for Parents 2013 2014 Catholic School Version Alberta Education The Alberta Education website contains

### Polynomials and Factoring. Unit Lesson Plan

Polynomials and Factoring Unit Lesson Plan By: David Harris University of North Carolina Chapel Hill Math 410 Dr. Thomas, M D. 2 Abstract This paper will discuss, and give, lesson plans for all the topics

### Math: Study Skills, Note Taking Skills, And Test Taking Strategies

Math: Study Skills, Note Taking Skills, And Test Taking Strategies Math Study Skill Active Study vs. Passive Study Be actively involved in managing the learning process, the mathematics and your study

### Modern Foreign Languages (MFL) Policy 2013

Modern Foreign Languages (MFL) Policy 2013 Revised by: Head, staff & governors: Date: Dec 2013 Next Review: December 2016 or sooner if regulations / circumstances change 1 Rationale for Teaching Languages

### Defining Student Voice

Defining Student Voice Student* voice is the term used to describe students expressing their understanding of their learning process. Student performance improves when students understand the purpose of

### Developing Language, Speaking, and Listening Skills

Developing Language, Speaking, and Listening Skills As you learned in the first module of this course, literacy has several key components. In Module 3, we looked primarily at how comprehending texts is

### TEACHING SCIENCES IN THE FINNISH COMPULSORY SCHOOL (PHYSICS, CHEMISTRY, BIOLOGY AND GEOGRAPHY) Brief description of the Finnish Educational system

TEACHING SCIENCES IN THE FINNISH COMPULSORY SCHOOL (PHYSICS, CHEMISTRY, BIOLOGY AND GEOGRAPHY) Brief description of the Finnish Educational system The Educational policy of education in Finland stresses

### Problem of the Month: Fair Games

Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:

### St.Dennis CP School. Modern Foreign Languages (MFL) Policy February 2013

St.Dennis CP School Modern Foreign Languages (MFL) Policy February 2013 Policy confirmed by the Governing Body of St Dennis CP School on: Date: Signature: To be reviewed on: 1 Rationale for Teaching Languages

### xxx Lesson 19 how memory works and techniques to improve it, and (2) appreciate the importance of memory skills in education and in his or her life.

xxx Lesson 19 Memory Skills! Overview: This lesson provides a basic look at how our memory works and how it can be improved by using some simple techniques. Objectives: The objective of this lesson is

### 3. Logical Reasoning in Mathematics

3. Logical Reasoning in Mathematics Many state standards emphasize the importance of reasoning. We agree disciplined mathematical reasoning is crucial to understanding and to properly using mathematics.

### Creative Development Learning Team (CDLT)

WESTON TURVILLE CE SCHOOL CREATIVE ARTS POLICY Mission Statement - TO PURSUE WISDOM WITHIN A CHRISTIAN ETHOS Maintained by : Subject Specialists : Adopted by Staff : Adopted by Governors : Next Full Review

### Assessment, Recording and Reporting Policy

St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an

### http://www.aleks.com Access Code: RVAE4-EGKVN Financial Aid Code: 6A9DB-DEE3B-74F51-57304

MATH 1340.04 College Algebra Location: MAGC 2.202 Meeting day(s): TR 7:45a 9:00a, Instructor Information Name: Virgil Pierce Email: piercevu@utpa.edu Phone: 665.3535 Teaching Assistant Name: Indalecio

### 1. I have 4 sides. My opposite sides are equal. I have 4 right angles. Which shape am I?

Which Shape? This problem gives you the chance to: identify and describe shapes use clues to solve riddles Use shapes A, B, or C to solve the riddles. A B C 1. I have 4 sides. My opposite sides are equal.

### Mathematics. Curriculum Content for Elementary School Mathematics. Fulton County Schools Curriculum Guide for Elementary Schools

Mathematics Philosophy Mathematics permeates all sectors of life and occupies a well-established position in curriculum and instruction. Schools must assume responsibility for empowering students with

### Professional learning paper: Significant Aspects of Learning Assessing progress and achievement in the Expressive Arts

Professional learning paper: Significant Aspects of Learning Assessing progress and achievement in the Expressive Arts The work in progress on Significant Aspects of Learning was reviewed in June and July

### The South Africa Symposium of Singapore Maths Strategies 2016 PRE-PRIMARY SCHOOL PRESENTER MS PEGGY ZEE

The South Africa Symposium of Singapore Maths Strategies 2016 THEME: GO BEYOND THE BASICS USING SINGAPORE MATHS STRATEGIES DATES: 20-22 JULY 2016, VENUE: EDUPLEX PRIMARY SCHOOL, SOUTH AFRICA PRESENTERS

### Absolute Value of Reasoning

About Illustrations: Illustrations of the Standards for Mathematical Practice (SMP) consist of several pieces, including a mathematics task, student dialogue, mathematical overview, teacher reflection

### TOWARDS THE PATHWAYS VISION MODEL OF INTRODUCTORY ACCOUNTING. Michael S. Wilson, PhD, CPA, CGMA

TOWARDS THE PATHWAYS VISION MODEL OF INTRODUCTORY ACCOUNTING Michael S. Wilson, PhD, CPA, CGMA Associate Professor Metropolitan State University St Paul, MN 55106 Michael.wilson@metrostate.edu (612) 659-7279

### Anston Park Infant School. Maths Policy. J Turner January 2016

Anston Park Infant School Maths Policy J Turner January 2016 Article 29 All children have the right to an education that develops their talents and abilities. Aims Maths is a creative and highly inter-connected

### Provided by TryEngineering -

Provided by TryEngineering - Lesson Focus Lesson focuses on engineering package designs that meet the needs of safely shipping a product. Students work in teams of "engineers" to design a package using

### Assignments and Activities Topic 8: Explicit Instruction

Activity 8.1: Identifying Explicit Instruction Assignments and Activities Topic 8: Explicit Instruction Learning Outcomes Learning Outcome 1: Explain the similarities, differences, and benefits of explicit

### TAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed)

TAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed) Table 1 Major categories in the cognitive domain of the taxonomy of educational objectives

### Tom wants to find two real numbers, a and b, that have a sum of 10 and have a product of 10. He makes this table.

Sum and Product This problem gives you the chance to: use arithmetic and algebra to represent and analyze a mathematical situation solve a quadratic equation by trial and improvement Tom wants to find

### Curriculum, Instruction and Assessment Service Menu Fiscal Year 2015

Curriculum, Instruction and Assessment Service Menu Fiscal Year 2015 Description of Services Professional Development Services MVESC Member Districts Curriculum Council, Principal Forums, Assistant Principal

### Support for Student Literacy

Support for Student Literacy Introduction In today s schools, many students struggle with English language literacy. Some students grow up speaking, reading and/or writing other languages before being

### English Syllabus for Grades 1-4. Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2

Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2 Table of Contents Rationale... Topic flow charts for Grades 1-4... Minimum Learning Competencies for

### PROJECT BASED INTRODUCTION TO LEARNING

INTRODUCTION TO PROJECT BASED LEARNING BEGIN WITH THE END IN MIND CRAFT THE DRIVING QUESTION PLAN THE ASSESSMENT MAP THE PROJECT MANAGE THE PROCESS INTRODUCTION TO PROJECT BASED LEARNING INTRODUCTION TO

### FRESHMAN SOPHOMORE JUNIOR SENIOR. Algebra 2** (H) Algebra 2 H. Pre-Calculus H Honors Pre-Calculus and/or AP Statistics

MATH DEPARTMENT COURSE DESCRIPTIONS The Mathematics Department provides a challenging curriculum that strives to meet the needs of a diverse student body by: Helping the student realize that the analytical

### Design and Implementation of Korean Mathematics Textbooks. JeongSuk Pang Korea National University of Education

Design and Implementation of Korean Mathematics Textbooks JeongSuk Pang Korea National University of Education Outline I Introduction: Background II Overview of Textbook Development III Writing of Textbooks

### B. Questions and answers 74. Youthpass in practice. Youthpass in Training Courses. 1 What is Youthpass in Training Courses?

B. Questions and answers 74 B4 Youthpass in practice Mark Taylor 1 What is? The simple answer is that is a Certificate which describes the activity itself and confirms the participation of a youth worker/youth

### USING LANGUAGES TO LEARN AND LEARNING TO USE LANGUAGES

1 USING LANGUAGES TO LEARN AND LEARNING TO USE LANGUAGES David Marsh The future doesn t just happen, it is shaped and modelled by our actions. 2 An Introduction to CLIL for Parents and Young People This

### Facilitator: Dr. Mervin E. Chisholm h Manager/Coordinator, IDU

Developing Your Course Outline Facilitator: Dr. Mervin E. Chisholm h Manager/Coordinator, IDU What Will We Be Doing Today? Use instructional design models and to decide on appropriate it approaches to:

### LAKE ELSINORE UNIFIED SCHOOL DISTRICT

LAKE ELSINORE UNIFIED SCHOOL DISTRICT Title: PLATO Algebra 1-Semester 2 Grade Level: 10-12 Department: Mathematics Credit: 5 Prerequisite: Letter grade of F and/or N/C in Algebra 1, Semester 2 Course Description:

### Neil Murray University of South Australia April 2011

Introduction When it comes to writing, academic disciplines particularly those within the humanities and social sciences have a good deal in common and, for the most part, they share very similar expectations

### Research Findings on the Transition to Algebra series

Research Findings on the Transition to Algebra series Pre- and Post-Test Findings Teacher Surveys Teacher Focus Group Interviews Student Focus Group Interviews End-of-Year Student Survey The following

### Lecture 5 : Solving Equations, Completing the Square, Quadratic Formula

Lecture 5 : Solving Equations, Completing the Square, Quadratic Formula An equation is a mathematical statement that two mathematical expressions are equal For example the statement 1 + 2 = 3 is read as

### Action Research Project Design Document

Santa Clara University Department of Education EDUC 369: Action Research Winter 2009 Action Research Project Design Document Information Packet By Joe Chee Action research is an approach to scholarly inquiry

### Mathematics Objective 6.) To recognize the limitations of mathematical and statistical models.

Spring 20 Question Category: 1 Exemplary Educational Objectives Mathematics THECB Mathematics Objective 1.) To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to

### Grade Level Year Total Points Core Points % At Standard 9 2003 10 5 7 %

Performance Assessment Task Number Towers Grade 9 The task challenges a student to demonstrate understanding of the concepts of algebraic properties and representations. A student must make sense of the

parent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN HIGH SCHOOL HS America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past simply does

### ANALYZING THE BENEFITS OF USING TABLET PC-BASED FLASH CARDS APPLICATION IN A COLLABORATIVE LEARNING ENVIRONMENT A Preliminary Study

ANALYZING THE BENEFITS OF USING TABLET PC-BASED FLASH CARDS APPLICATION IN A COLLABORATIVE LEARNING ENVIRONMENT A Preliminary Study YoungJoo Jeong Human Computer Interaction Institute, Carnegie Mellon

### Radius, Diameter, Circumference, π, Geometer s Sketchpad, and You! T. Scott Edge

TMME,Vol.1, no.1,p.9 Radius, Diameter, Circumference, π, Geometer s Sketchpad, and You! T. Scott Edge Introduction I truly believe learning mathematics can be a fun experience for children of all ages.

### Prentice Hall. California Edition of Algebra 1 - Classics Edition (Smith/Charles) 2008. Grade 8

Prentice Hall Grade 8 California Edition of Algebra 1 - Classics Edition (Smith/Charles) 2008 C O R R E L A T E D T O California s Map for a Basic Grade Level Program Grade 8 PROGRAM DESCRIPTION Prentice

Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments

Please start the slide show from the beginning to use links Click here for active links to various courses CLICK ON ANY COURSE BELOW TO SEE DESCRIPTION AND PREREQUISITES To see the course sequence chart

### Thought for the Day Master Lesson

Welcome and Introductions Lesson 2 LESSON 2 Thought for the Day Master Lesson Thought for the Day Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats Overview: The

### The Best Ideas for Managing and Evaluating the Interactive Student Notebook. Presented by TCI. www.teachtci.com (800) 497-6138

The Best Ideas for Managing and Evaluating the Interactive Student Notebook Presented by TCI www.teachtci.com (800) 497-6138 P A R T Using the Interactive Student Notebook 3 125 Using the Interactive Student

### SYLLABUS MAC 1105 COLLEGE ALGEBRA Spring 2011 Tuesday & Thursday 12:30 p.m. 1:45 p.m.

SYLLABUS MAC 1105 COLLEGE ALGEBRA Spring 2011 Tuesday & Thursday 12:30 p.m. 1:45 p.m. Instructor: Val Mohanakumar Office Location: Office Phone #: 253 7351 Email: vmohanakumar@hccfl.edu Webpage: http://www.hccfl.edu/faculty-info/vmohanakumar.aspx.

### Advanced Higher Mathematics Course Specification (C747 77)

Advanced Higher Mathematics Course Specification (C747 77) Valid from August 2015 This edition: April 2015, version 1.1 This specification may be reproduced in whole or in part for educational purposes

### Overview. Essential Questions. Precalculus, Quarter 3, Unit 3.4 Arithmetic Operations With Matrices

Arithmetic Operations With Matrices Overview Number of instruction days: 6 8 (1 day = 53 minutes) Content to Be Learned Use matrices to represent and manipulate data. Perform arithmetic operations with

### Bishop s University School of Education. EDU 102: Philosophy of Education. Fall 2011

Bishop s University School of Education EDU 102: Philosophy of Education Fall 2011 Professor: Anthony Di Mascio Office: N303 Office Hours: MW 13:00 14:30 and by appointment Email: anthony.dimascio@ubishops.ca

### Which Shape? Student Task Core Idea 4 Geometry and Measurement

Which Shape? Student Task Core Idea 4 Geometry and Measurement Identify circles, triangles, and squares among a collection of shapes. Identify two attributes of all triangles. Recognize and use characteristics,

### Section 2: Program Summary Economics (CA): Secondary Major and Minor

Section 2: Program Summary Economics (CA): Secondary Major and Minor The University Detroit Mercy (UDM), a Catholic institution whose mission flows from the educational traditions of the Sisters of Mercy

### PROVINCE OF THE EASTERN CAPE EDUCATION

PROVINCE OF THE EASTERN CAPE EDUCATION DIRECTORATE: CURRICULUM FET PROGRAMMES LESSON PLANS TERM 3 MATHEMATICS GRADE 10 FOREWORD The following Grade 10, 11 and 12 Lesson Plans were developed by Subject

### Introduction. Two vastly different online experiences were presented in an earlier column. An

Quality Online Developmental Math Courses: The Instructor's Role by Sharon Testone Introduction Two vastly different online experiences were presented in an earlier column. An excellent course on Human

### Coombe Girls School & Sixth Form Gifted and Talented Policy

Coombe Girls School & Sixth Form Gifted and Talented Policy Coombe seeks to ensure the progression of all students. A fundamental part of this is the school s commitment to personalised learning. Coombe

Instructional Lesson Plan-1 Subject ALGEBRA 1 Unit/Chapt er Chapter 10-Lesson 1 Lesson Topic Quadratic Patterns of Change Date 1/16/2012 Grade 9 Clas s 25 Size Estimated Time 45 minutes 1 day Materials

### Successful completion of Math 7 or Algebra Readiness along with teacher recommendation.

MODESTO CITY SCHOOLS COURSE OUTLINE COURSE TITLE:... Basic Algebra COURSE NUMBER:... RECOMMENDED GRADE LEVEL:... 8-11 ABILITY LEVEL:... Basic DURATION:... 1 year CREDIT:... 5.0 per semester MEETS GRADUATION

### F.IF.7b: Graph Root, Piecewise, Step, & Absolute Value Functions

F.IF.7b: Graph Root, Piecewise, Step, & Absolute Value Functions F.IF.7b: Graph Root, Piecewise, Step, & Absolute Value Functions Analyze functions using different representations. 7. Graph functions expressed