math, the brain, and readiness accuplacer 2012 conference · 2012-08-14 · technical math3...
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Math, the Brain, and Readiness
AccuplacerAccuplacer 2012 Conference
Laura ReedWindham Regional Career Center
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Relevancy MotivationRelevancy Motivation
• What math skills do they have?
• What math skills will they yneed?
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What math skills do they have?What math skills do they have?
• Use their Accuplacer scoresUse their Accuplacer scores– Become familiar with the content of the three teststests
–Proficiency Statements for
•Arithmetic
• Elementary AlgebraElementary Algebra
•College Level Algebra (p.7‐9)
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What math skills will they need?What math skills will they need?
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What skills will they need?What skills will they need?
• ArithmeticArithmetic– ASVAB
Apprenticeships– Apprenticeships
– Tech Training, Police Academy
El t Al b• Elementary Algebra– Two year college
• College Level Algebra– Four year college
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What math skills will they need?What math skills will they need?
• Relate it to their Career Cluster• Relate it to their Career Cluster–What do the local colleges require g qfor that major?
V t T h Ch t ( 10 11)–Vermont Tech Chart (p.10‐11)
Provide a course sequence forProvide a course sequence for them to get these math skills
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Technical Math 3
Technical Math 4
Principles of Mathematics
Arith+Alg>120
Arith>70Alg<50/79(See p. 12)
Math 3 Math 4
Principles of
Mathematics for TechnologyAlg>79
Technical Math 4
pMathematics
Mathematics for Technology
College Level Technical Mathematics
Arith<70
Arith>70
Arith+Alg>120
ACCUP
College Level Technical Mathematics
Alg<50/79 Alg>79
ACCUPLACER
Principles of Mathematics
Mathematics for
Arith+Alg>120
Secondary Technology
Alg>79
Level Courses
College Level
College Level Technical Mathematics
College Level Dual Enrolment Courses
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Poverty and Brain FunctionPoverty and Brain Function
Stress HormonesStress Hormones
Working Memory
Time in PovertyTime in Poverty
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Know your populationKnow your population
Rural Poverty Impacts Urban Poverty ImpactsRural Poverty Impacts
• VISUAL working memory – Isolation from people,
Urban Poverty Impacts
• VERBAL working memory– Crime
technology, institutions
– Receive, give, and expect less help from social supports
– Overcrowding
– Excessive noise
– Stigma of poverty is greater
– Underemployment
– Persistent generationalMost funding is based on
h f U b t– Persistent, generational poverty more common
– 47% of children in rural areas live in poverty
research from Urban poverty situations.
live in poverty
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Make Instruction Effective
• Utilize Brain Research Findings
Make Instruction Effective
• Utilize Brain Research Findings• Poverty impacts working memory so
U h d i ith i l ti– Use hands on experiences with manipulatives
– Small groups
l bl l– Relevant Problem solving
– Practice skill until mastery is reached
• Transfers from working memory to long term
• Computer Aided Instruction
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Use an Effective Teaching Model
•Hands On Manipulatives•Hands On – Manipulatives
•Career Cluster Applications•Career Cluster Applications •Opportunity for MASTERY•Opportunity for MASTERY
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Hands on – Algebra Tilesk ( )Make a Key (p. 13)
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The Zero ConceptThe Zero Concept
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Positive + Positive = ?Positive + Positive ?
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Negative + Negative = ?Negative + Negative ?
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Positive + Negative = ?Positive + Negative ?
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Positive + Negative = ?Positive + Negative ?
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The Concept of EqualThe Concept of Equal
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3x=63x 6
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Divide into 3 groupsDivide into 3 groups
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x+2=7x+2 7
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Subtract 2 from each sideSubtract 2 from each side
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3x+4=73x+4 7
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Subtract 4 from each sideSubtract 4 from each side
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Divide into 3 groupsDivide into 3 groups
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p. 14
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National Library of VirtualNational Library of Virtual ManipulativesManipulatives
–AlgebraAlgebra
–Balance ScalesBalance Scales
–www.nlvm.usu.eduwww.nlvm.usu.edu
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Use an Effective Teaching Model
•Hands On Manipulatives•Hands On – Manipulatives
•Career Cluster Applications•Career Cluster Applications •Opportunity for MASTERY•Opportunity for MASTERY
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Career Cluster ApplicationsCareer Cluster Applications
• Grouped by• Grouped by CTE programCTE program
• FOR EACH LESSON
• Hands on Math Labs• Hands on Math Labs
• Call CORD 800 231 3015800.231.3015
• cordcommunications.com
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Career Cluster ApplicationsCareer Cluster Applications
• Groups students by • AssessmentGroups students by Career Cluster
• Emphasize technical
AssessmentWrite up should
– Explain Problem• Emphasize technical communication skills
Q li NOT
– Explain Solution
• Quality NOT Quantity of
bl d
Turn to P. 15 ‐18You have ____ minutes to
problems done work on your Application Problems in your Career Cluster Groups.p
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Use an Effective Teaching Model
•Hands On Manipulatives•Hands On – Manipulatives
•Career Cluster Applications•Career Cluster Applications •Opportunity for MASTERY•Opportunity for MASTERY
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Opportunities for MasteryOpportunities for Mastery
• Transfer easily to Accuplacer?• Transfer easily to Accuplacer?–Online Computer Aided Instructionp
–Covers same content
–Sequential and Scaffolded Mastery
Positive Rewards–Positive Rewards•Tracks Progressg
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P i tiPrescriptiveRefresherInstruction
CollegeReadiness
Proficiencies
Skill-LevelDiagnosticReporting
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Post Test to Evaluate thePost Test to Evaluate the Teaching Models
Hands On Manipulatives
C Cl t A li tiCareer Cluster Applications
Opportunity for MASTERY
• Was it effective?
• Were there components that were SUPERWere there components that were SUPER effective?
• Track longitudinally to develop program• Track longitudinally to develop program