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Michelle Flaming
Reneé Smithmichellef@essdack.org
renees@essdack.org
This Is Your Brain on MathNCTM Regional Conference - Nashville 2009
math.essdack.org Math Snacks
Objectives
Understand how the brain works with numbers and mathematical ideas.
Recognize implications of brain research for teaching and learning mathematics.
Apply information on brain research to identify and develop strategies for brain-compatible mathematics instruction.
Children and their parents often say, “I can’t do math!” But you never hear them say, “I can’t do language!” Why this difference?
How the Brain Learns Mathematics
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Body CountsActivity Page 9
How the Brain Learns Mathematics
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How Smart Is Your “Right” Foot?
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Just as phonemic awareness is a
prerequisite to learning phonics and becoming a successful reader, developing number
sense is a prerequisite for succeeding in
mathematics.
Temporary & Permanent Memory
Principles of Brain-
Compatible Learning
Based on a model by Wayne Jennings and Joan Caulfield, 1997
Active,meaningfullearning
Accurate, timely feedback
Safe, non-threateningenvironment
Stimulating,variedinput
Page 3
Brain Compatible Classrooms
Make Math Meaningful
Integrate Content
Seek Connections
Students Do The Work of Learning
Social and Collaborative
Promote Active Discussion
Stand Up, Hand UpPair UP
♣“Good math doesn’t have to be fast.”♣ “If we can explain something, we can understand it.”♣ You don’t have to give a paper/pencil test to find out what kids know.”♣ What are the advantages of using manipulatives?♣ “Rehearse reflectively” – What instructional strategies can we implement to support this type of practice?
Word Problems
1. An aquarium contains 9 fish. All but 6 die. How many fish remain?
2. Billy has 6 action figures, which is 3 fewer than Joey. How many action figures does Joey have?
The prefrontal cortex is the part of the frontal lobe
that, among other things, analyzes
problems and implements and
controls nonroutine
strategies.
How the Brain Learns
Mathematics
Math Anxiety
Reciprocal Teaching
Cooperative Learning/Group Projects
http://www.wested.org/pblnet/other_gp.html
http://ozpk.tripod.com/pbl.html//web.mac.com
khoneycuttessdack/Kevin21st_Century_Collaborative_Projects.html
“Because learning is a social act, intelligence is betterapplied to that which occurs among people, not what goeson inside one person’s head.” (Kohn, 1999)
Storytelling
“Information is tied to our memories by the scripts that stories provide.”(Jensen, 1999)
McSquares & McTriangles
Sam’s Deal A man named Sam bought a horse
for $50. He then turned around and sold it for $60 to his brother Jake. Then he bought the horse back from Jake for $70. A week later he sold the horse again to his cousin Bob for $80.
What is the financial outcome of these transactions? Did he make or lose money? How much? (Ignore cost of feed for the horse, cost of boarding, etc.)
Using Children’s Literature
Choose a book.Think about how to write story problems
that connect to your math standards.Write 5 problems for your students to solve.After reading the book, students write math
problems.
Metaphors & Analogies
“When students connect the new to the known, they fit the new learning into their personal world.” (Caine and Caine, 1994)
Analogy
Addition is to sum as multiplication is to ________________.
Five is to pentagon as ________ is to octagon.
Inch is to mile as _______ is to kilometer.
Degree is to temperature as pound is to ___________.
Simulations and Role Play
“Movement placesknowledge at multipleaddresses in the brain.”
Reflect, Write, Justify
“One of the most effective forms of reflection is journal writing.”(Jensen, 2000)
What Types of Writing Fit Math?Providing examplesStory problemsPredictionsDefinitions/DescriptionWritten explanationsComparing and ContrastingJustifying a solution or processSummaryReflectiveCreativeR.A.F.T.(s)
R.A.F.T.(s)
R- Role of the writer (Fraction)A- Audience (Whole Number)F- Format (Love Letter)T- Topic (Explain Relationship between the two)s-strong verb (divided)
My Darling Three,I know that we have many differences. You are a whole number and I am a mere fraction. You are an integer and I am not. You are greater than one and I am only half of one. However, we are also alike, in that we are both rational numbers and can both be expressed as a fraction. All we have to do is put you over one and we are more alike than different. We can both divide our numerator by our denominator and be expressed as decimal numbers. If you will only be mine, dear three, we will never be divided other than in math class. Please be mine. Forever yours, 1/2.
Word Splash
ParallelPerpendicularRight angleSidesVertices (angles)
Is He Right?Kevin is convinced that the following fractions
are in order from least to greatest. 1/2, 4/5, 3/10Do you think he is correct? Justify your answer.
Convince Me!
Which is greater 2 ½ feet or 2/3 of a yard? Convince me!Which is greater: the number of sides on a hexagon or the number of angles on a pentagon? Convince me!Which is the best buy: 5 CDs for $25, 3 CDs for $10, or 10 CDs for $43? Convince me!
Mental Math StrategiesConvince Me
Where Does the Decimal Point Go?
3.12 x 5.05 = 1 5 7 5 6 3.12 x 50.5 = 1 5 7 5 60.312 x 5.05 = 1 5 7 5 6
3.12X 5.05
Mental Math StrategiesConvince Me
Knowing the whole
Can you see 4/3, 3/7, 3/4 and 7/4?
Mental Math StrategiesConvince Me1. 2,768 x 7 – 2,768 x 6 =
2. Which is a closer estimate of 31 x 82?
31 X 80 or 30 x 82
3. Subtract these numbers using mental math.
a. 325 – 75 =b. 208 – 46 = c. 256 – 38 =
Pinch Cards
A list of numbers is shown below.897 250 1,412 5,395
A. 1,412 250 5,395 897B. 250 897 1,412 5,395C. 5,395 1,412 897 250D. 250 1,412 897 5,395
Which list shows the numbers ordered from least to greatest?
Rhythm, Rhyme, Music, and Rap
“Music connects multiplebrain sites by activating and synchronizing neurons’ firing patterns.” (Jensen, 2001)
“Music trains the brain for advanced forms of thinking.”(Plato)
Brain Music
http://www.baroquecds.com/musamples.html
http://garylamb.com
Drawing and Artwork
Researchers have used art therapy for people with brain damage because the art causes the brain to rewire itself, allowing it to make more and stronger connections. (Kolb and Whishaw, 1990)
Visual Fractions
1/4 x 1/3 =
3 1/2 divided by 3/8 =
Draw a picture to model these problems.Write a real-world problem
Problem Solving
CGI: Built on the belief that learning occurs as new knowledge is linked to existing knowledge, and teaching is most effective when instruction directly builds on what children already know.
Visuals/Graphic Organizers
Very brain compatible because they appeal to both right and left hemispheres. They are pictorial representations of linear ideas.
Components of Measurement
A
B
Perceptual JudgementTrasitivitive ReasoningUnit Iteration
Principles of Brain-
Compatible Learning
Based on a model by Wayne Jennings and Joan Caulfield, 1997
Active,meaningfullearning
Accurate, timely feedback
Safe, non-threateningenvironment
Stimulating,variedinput
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